Análise do processo de implementação do ensino médio em tempo integral em uma escola do estado de Minas Gerais

Abstract

This dissertation is part of the Professional Graduate Program in Public Education Management and Evaluation (PPGP), linked to the Center for Public Policy and Education Evaluation at the Federal University of Juiz de Fora (CAEd/UFJF). This case study was motivated by evidence of hindering factors observed during the implementation of Full-Time Secondary Education (EMTI) at the Lafayette Maurício Lopes State School (EELML), belonging to the Ubá Regional Superintendency of Education (SRE-Ubá), linked to the state education network of Minas Gerais, which began in 2022, as well as the outcome that led to the interruption of the implementation of this policy in this school unit. From this perspective, the study sought to answer how the management team can act to reduce the impacts caused by the closure of EMTI at EELML. Its general objective was to point out the inconsistencies in the EMTI implementation process at EELML and describe the factors that triggered its closure, as well as to analyze the performance of the management team in identifying obstacles in order to propose actions to reduce the impact of the discontinuation of this educational policy. The specific objectives were to describe the process of implementing EMTI at the school in conjunction with federal and Minas Gerais state legislation, to analyze the dissonances between the administrative, pedagogical and didactic actions emanating from the EMTI management team and to propose administrative and pedagogical actions to mitigate the impact of the closure of this policy at EELML. The theoretical references used in this research were Condé (2020), Libâneo (2004), Lotta and Pires (2020), Lück (2000a; 2000b; 2009), Mainardes (2006) and Machado (2020). A qualitative approach was used to construct this work, starting with the collection of documentary information based on legislation, normative acts, guiding documents and administrative records pertinent to the educational policy in question. In the field research phase, semi-structured interviews were conducted with the EMTI manager, specialist and coordinator, and questionnaires were applied to teachers and the director of the Educational Directorate (DIRE) of the SRE-Ubá, both with the participation of civil servants involved in the management case. This analysis led to the conclusion that the school community was not involved from the outset in the decision to implement EMTI and that the school team did not receive adequate training, thus causing disarticulation between its members during this process. Negative impacts were also evident, such as a reduction in the number of staff and staff demotivation after EMTI was discontinued at the research institution. These factors contributed to the proposal of an Educational Action Plan (PAE) which aims to bring members of the school community closer together, with a view to strengthening democratic management, especially with the participation of families; encouraging cooperation between staff; promoting training and continuing education for teachers; as well as reorganizing administrative processes to mitigate the shortage of manpower after the reduction in staff.