Acompanhamento de egressos e os desafios do ensino médio em uma Escola de Educação Profissional do Ceará

Abstract

This Master’s thesis is developed in the Professional Graduate Program in Management and Educational Evaluation of the Center for Public Policy and Educational Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). It was created in 2012 as a part of a growth process of the state system of the professional schools, the JRD School, in the country of Ceará, is the stage of this project that focus on the monitoring of former students. This work has a leading question: How could the monitoring of former students the management of the supply of technical courses at school? Its goal is to check this monitoring process if it has been done and improvement possibilities to contribute to the planning of course offerings. It deals with professional and high school and their historical challenges, from policy of Ceará in this area, focusing on the creation of professional schools in an approach based on the legal bases and consulting official documents from the State Government. Data were collected from the school's documentary sources, producing the secondary data. Also, as a reference of the descriptive chapter is the Brazilian legislation (BRASIL, 1988; 1996; 2007; 2017) and the studies of Frigotto, Ciavatta e Ramos (2005), Krawczyk (2011), Ferreti (2018), among others. Referring to the analytical chapter we have Machado (2001), Lousada e Martins (2005), Cerqueira et al. (2009), Michelan et al. (2009), Santos e Sousa (2015), Simon e Pacheco (2017), Pereira e Oliveira (2019), among other authors that deal with the importance of monitoring the former students by educational institutions. The theme studied here is relevant because of the author's experience as a school manager that allows her to contextualize it, describe it, and deal with the criteria for choosing courses, identifying through research the challenges that still need to be overcome about this theme. From the data collected in the documentary research and based on the analysis of the structured interviews conducted with the school agents, it became evident that the school does not have a system for monitoring its former students that subsidizes its planning. Thus, an Educational Action Plan was developed with proposals for actions to implement a follow-up system to former students through documentary research and the creation of a communication network.