Desafios para a implementação do ensino médio em tempo Integral em uma escola do interior de Minas Gerais

Abstract

This paper refers to a dissertation for the Professional Master's Degree in Management and Evaluation of Public Education, from the Center for Public Policies and Evaluation of Education, at the Federal University of Juiz de Fora. The Management case discussed is permeated by the question: What are the challenges for implementing EMTI in a school in the interior of Minas Gerais? And its general objective is to analyze the main challenges in implementing full-time high school in this school and its specific objectives are: to describe the Full-Time High School policy and the context of its application - a school in the interior of Minas Gerais, to analyze the challenges encountered in implementing the Full-Time High School Policy in the school analyzed and to propose an action plan with the objective of promoting improvements in the implementation of the policy in the institution. The methodology used to obtain data included semi-structured interviews with the manager, specialist and coordination of EMTI, as well as a focus group with teachers. Regarding the theoretical approach, discussions were presented about public policies that promote comprehensive education, highlighting quality education as a guaranteed right, from the perspectives of Condé (2012), Mainardes (2006), Moll (2012), Giolo (2012) and Parente (2017). The perspectives of Silva (1996), Padilha (2012) and Gabriel and Cavalieri (2012) were also highlighted, referring to the curriculum, which must be qualified and adapted according to local needs, so that the implementation of Comprehensive Education is efficient, it is worth highlighting EMTI, the focus of this study. Xavier (2012), Sousa (2020), Arroyo (2012), Cavalieri (2007) and Titton and Bruscato (2014) were used to debate the issue of times and spaces in the extension of the school day. Through the collection of evidence supporting the management case, the lack of training and late training were observed as a major aggravating factor for the implementation of EMTI in the school, in addition to problems with the physical space for carrying out activities and valuing the time/space for students. The field research confirmed the evidence, where the management team and teachers reported the need to restructure the educational policy to better implement EMTI, with constant and objective training for the school team, and adaptation of the school's physical space to qualify the time spent by students. Finally, an action plan was subsequently drawn up with proposals to mitigate the difficulties in implementing it in the school analyzed, and final considerations were made summarizing the description of the work and signaling important considerations about full-time education, as a reality in the country, showing the gaps and, at the same time, its relevance to the paths of this policy in education