Efetividade e desafios na implementação do ensino médio em tempo integral: um estudo de caso na perspectiva da escola estadual conexão saber & vida

Abstract

This research was developed within the context of the Professional Master's Degree in Management and Evaluation of Public Education, of the Postgraduate Program in Management and Evaluation of Public Education (PPGP), of the Center for Public Policies and Evaluation of Education (CAEd), of the Federal University of Juiz de Fora (UFJF). This management case analyzed the implementation of Full-Time High School (EMTI) at the Conexão Saber & Vida State School, considering its political and historical context. It sought to understand how the school organizes pedagogical practice to ensure the effectiveness of EMTI. The question that guided this study is: How was EMTI implemented and what strategies can the Pedagogical Team adopt to implement it effectively, ensuring the achievement of the established objectives? The general objective was based on analyzing the EMTI implementation process, in order to understand the context of this Public Policy. As specific objectives, this study sought to: describe the historical context of EMTI in Brazil, in the State of Minas Gerais and in schools; analyze the particularities of schools in relation to the implementation of EMTI and propose actions to improve the application of this Public Policy. As a theoretical framework, we used the contributions of Ball and Bowe (1992), Mainardes (2006, 2018), Silva and Leal (2012) and Condé (2012, 2020), who address and reflect on the “policy cycle”. In addition to other authors who deal with Comprehensive and Full-Time Education, such as Gonçalves (2006), Cavaliere (2009, 2010), Moll (2008, 2012) and Arroyo (2012). The methodological approach was based on data collection through questionnaires applied to EMTI teachers and semi-structured interviews conducted with Basic Education Specialists (EEBs) and the General Coordinating Teacher (PCG), emphasizing the axis that reflects on the expansion of schooling time and Comprehensive Education as a guarantor of the social right to education. The aim was to understand the organization of school times and spaces and the roles of the actors involved. After the analysis, it was found that the decisions were not discussed with the school community, which did not allow the school to organize itself physically and pedagogically. Despite this, it was possible to see a team with extensive experience and commitment to the actions, which constantly proposes ways to improve practices. The research provided a better view of the challenges experienced in the implementation of EMTI and the possibilities of envisioning strategies to overcome them. It was found that there is a search for continuous improvements to enhance the actions, such as improving dialogue with families, the need for ongoing training, collective planning, reorganization of existing physical spaces and the search for partnerships. To this end, an Educational Action Plan (PAE) was created as a means of proposing actions to overcome or alleviate the gaps identified, based on successful practices and improving areas that could be strengthened.