Currículo e gestão pedagógica no EMTI: análise dos desafios e perspectivas para uma aprendizagem significativa

Abstract

Implemented since 2017, Full-Time High School Education (Ensino Médio em Tempo Integral – EMTI) presents structural and pedagogical gaps that have persisted since its inception, particularly regarding difficulties in curriculum articulation and school management. In this context, this study seeks to answer the following research question: What are the weaknesses and strengths in the implementation of the EMTI curriculum? The general objective is to analyze the challenges and perspectives of pedagogical management in the implementation of the EMTI curriculum, aiming to contribute to students’ meaningful learning. Specifically, the study seeks to identify the main challenges faced by school management; to analyze the causes and consequences of the difficulties reported by teachers and administrators in the implemented curricular framework; and to propose actions to overcome these obstacles in favor of learning.The methodology adopts a qualitative approach and is characterized as a case study conducted in a state public school in Minas Gerais, Brazil, using document analysis, bibliographic research, questionnaires, and semi-structured interviews with the teaching staff and the school management team. The results indicate a heterogeneous, lower-middle-class student population that, although attracted by positive indicators in IDEB and ENEM assessments, faces an exhausting daily schedule of nine class periods. Despite initial resistance during the implementation of the program, the model became consolidated through the strengthening of affective bonds within the school community. From a curricular perspective, the Life Project component was recognized as contributing to students’ future planning. However, losses were identified in the number of Physics, Chemistry, and Biology classes due to the reduction of the General Basic Education workload, as well as criticism regarding frequent changes in curricular matrices.Regarding infrastructure, the findings revealed that the school environment is not compatible with the requirements of full-time education, due to the lack of adequate restrooms for hygiene, limited dining facilities, absence of rest areas, unstable internet connectivity, and a shortage of technological equipment. In the field of management, the creation of a specific coordination role for EMTI is perceived as an organizational facilitator. Nevertheless, teachers pointed out the lack of specific training to work with the formative pathways, the absence of formal spaces for collective planning, and insufficient professional recognition, which affects teachers’ availability for greater dedication. It was emphasized that the operation of EMTI in the school relied predominantly on the engagement of the local team, which sought alternatives to cope with a top-down policy characterized by insufficient structural support and limited dialogue with the school community. The identified problems are complex and go beyond the school’s sphere of governance. Therefore, an Educational Action Plan (PAE) was proposed as a set of intervention-oriented actions at the school level, aimed at reorganizing institutional planning routines, prioritizing collaborative work practices and the systematic listening to students. Future studies suggest expanding listening processes to include families, EMTI students, and graduates, considering their perceptions of the educational trajectory and its developments. The intention is to consolidate a pathway toward the improvement and promotion of quality education, favoring student retention and meaningful learning, in line with the conception of Full-Time Integral Education.