Desafios do ensino médio em tempo integral: uma análise do fluxo de transferência dos alunos do EMTI na Escola Estadual Professor Botelho Reis

Abstract

This dissertation focuses on student retention in Full-Time High School Education (Ensino Médio em Tempo Integral – EMTI) within the context of the implementation of this policy in the state public-school system of Minas Gerais, Brazil. The research aims to understand which in-school and out-of-school factors have contributed to students leaving the EMTI program and which strategies may be developed to reduce these transfer rates. The research question guiding the study is: What factors have led students enrolled in Full-Time High School Education to transfer or fail to complete their studies within this educational model, and which actions can be developed to reduce these transfer rates? The general objective was to investigate the factors contributing to the transfer of students enrolled in the Full-Time High School classes at Escola Estadual Professor Botelho Reis, located in the Regional Superintendence of Education of Leopoldina. Based on this objective, the following specific objectives were established: a) to describe how the EMTI program is operationalized and the challenges faced in its implementation at the school; b) to analyze the reasons that lead students to transfer from EMTI; and c) to propose actions and strategies aimed at reducing student transfers within the program, based on the analysis of the factors contributing to dropout and the level of interest demonstrated by students throughout the program development. The methodology adopted a qualitative approach, complemented by quantitative elements, through a case study. Data collection instruments included document analysis, semi-structured interviews with the school management team, and questionnaires administered to students over 18 years old who had transferred to regular evening high school. Data were analyzed through content analysis and discussed in light of the literature on student transfer and integral education. The findings reveal that student transfer in EMTI results from the interaction between pedagogical, organizational, and socioeconomic factors, especially the need to reconcile study and work, challenges related to school time organization, and weaknesses in institutional support and monitoring. Based on these findings, an Educational Action Plan was developed, structured around five articulated axes: curriculum reorganization, integration with the world of work, strengthening socio-emotional support, intersectoral articulation, and continuous monitoring. The study concludes that student retention in EMTI depends on systemic and integrated interventions capable of aligning the pedagogical proposal, students’ social conditions, and school management practices, thereby contributing to the improvement of full-time education policies.