Educação de tempo integral: a implementação em algumas escolas do norte de Minas Gerais

Abstract

This research analyzes the implementation of Full-Time High School Education (Ensino Médio em Tempo Integral – EMTI) within a Regional Education Superintendency (Superintendência Regional de Ensino – SRE) in the state of Minas Gerais, Brazil. The qualitative study aims to identify and analyze the barriers that hinder the implementation of the EMTI policy. The research seeks to answer the following question: What are the main barriers that hinder or prevent the effective implementation of the policy, and how are these barriers related to the provisions and underlying principles of the legal framework governing this policy? The general objective of this research is to identify and analyze the barriers that hinder the implementation of the Full-Time High School Education (EMTI) Policy within a Regional Education Superintendency (SRE) in northern Minas Gerais, which acts as an implementing and supporting body for the policy. The specific objectives are: (i) to describe the implementation of the Full-Time High School Education policy, mapping the main barriers identified within an SRE in northern Minas Gerais; (ii) to analyze which of these barriers stem from internal SRE processes (communication flows, technical and pedagogical support, and training logistics); (iii) to understand the perceptions of SRE managers and staff regarding the types of barriers described above; and (iv) to propose an action plan aimed at pedagogically monitoring the implementation of the Full-Time High School Education policy within an SRE in northern Minas Gerais, seeking to overcome the identified barriers that fall within its scope of governance. The theoretical framework is grounded in discussions on comprehensive education, full-time education, the implementation of public education policies, continuing professional development, and student protagonism. The investigation is anchored in the national and state legal frameworks, including recent reforms, and adopts a critical perspective based on the understanding that, although the policy addresses comprehensive education, it often operates according to a logic of extended school time that may reproduce inequities. The methodological procedures included documentary and bibliographic research as well as field research. The methodology involved semi-structured interviews with managers from the SRE under investigation and managers from eight schools offering EMTI, with the aim of understanding the regional particularities that affect the implementation of multidimensional education, as opposed to the mere extension of the school day. The results revealed barriers related to continuing professional development, communication among the actors involved in the implementation process, and the strengthening of student protagonism. These findings support the proposal of an Educational Action Plan aimed at improving the policy within the context investigated.