Proposições para uma escola vinculada à política de educação Integral e integrada a partir da análise de planos de trabalho para a parte diversificada do currículo

Abstract

This dissertation was developed within the Professional Master in Education Management and Evaluation (PPGP) of the Center for Public Policy and Education Evaluation of the Federal University of Juiz de Fora (CAED/UFJF). The case of management to be studied discusses the implementation of the integrated and integrated education policy of Minas Gerais, at Rosa Vaz de Araújo State School. For the guidance of the research developed, we sought to answer the following questions: How an analysis of teacher activity planning can assist in understanding the process of implementing education policies (in time) in a public school of the Center- West Mineiro? To what extent does this accurate understanding helps in the proposition of management actions aimed at implementing public policies, such as integral and integrated education in Minas Gerais? In a complementary way, the general objective of the research was to evaluate how the teachers' perception of the focus school is revealed in their planning (annual and/or class by class). To seek more detailed results regarding the research undertaken, they were established as objectives: (i) describe the process of implementation and operationalization of integral education policies at the research school between 2017 and 2020, showing how the institution is organized in what way is to meet the demand for full (in time); (ii) analyze the documents that guide the educational actions in this school context for the integral formation of students linked to the Integral and Integrated Education Program, verifying to what extent the school comprises and welcomes this proposal; and (iii) propose strategies that are configured as a management support instrument to achieve the objectives proposed in the (in time) state education program. In the theoretical basis, works by authors such as Gouveia (2006), Freire (1997), Gadotti (2018) and Cavaliere (2002), organized from two axes, being a reflection on Integral Education and the second one a second one. Curriculum problematization. As a methodological resource, the research used document analysis, from 14 class plans of the years 2017, 2018, 2019 and 2020. The analysis of the data collected in research led to reflection on (i) insufficient moments of training for teachers to act In Integral Education; (ii) alternation of the regulations governing the program that, overlapping, proposed divergent guidelines and difficult to follow up for the school team and (iii) high teaching turnover that teach the project workshops, which focuses on a difficulty in continuing actions training undertaken by the school to its students. Based on such research data, it was proposed to build an educational action plan with actions focused on the relationship of class plans with guiding documents and teacher training for full-time education. This plan basically proposes the implementation of four strategic actions: creation of a form for the production of work plans, developing solid guidelines and based on official documents that can help the faculty in the elaboration of their plans; holding collaboration meetings between the teachers responsible for the project activities and the management team; Organization of a workshop for teachers, with the participation of the management team, so that they can mobilize and better understand the importance of methodological diversification for the development of their activities; and continuing education project for the school that meet these two needs addressed in field research.