Um estudo sobre a gestão da hora atividade do professor nas escolas técnicas estaduais de Mato Grosso – SECITEC

Abstract

This paper aimed to propose guidelines for the management of teaching time activity in the state department of Science and Technology schools - SECITEC, which meets the needs of the school, mainly the student learning target and effectiveness. The research arose from the inference and discussion around the different management teaching time activity in established institutions. Thus, from the schools experiences and achievements, conferred through acting school manager, and even the teachers’ impression regarding the work performed during this period, it was possible to diagnose the opportunities and limitations of the network of technical schools as its shape organizing and directing educational activities. The activity is a time period, as pronounced in the Law of Guidelines and Bases - LDB, which guarantees the teachers time within their working hours to carry out extra-class activities, such as planning, organization and evaluation of educational activities, as well as studies and update. However, the survey revealed a lack of organization and planning of these activities, as well as a detachment of the performance from the manager, either in the school scope or in the state scope, preventing any initiative to evaluate the results. Thus, there was the need to present an educational action plan able to sustain significant changes regarding the organizational culture itself once only regulations and guidelines do not allow effective implementation of the proposed guidelines. This plan is structured in four stages: the first one aims the early check of the guidelines implementation in three schools where this research was performed. The second one refers to the implementation in all of the network schools, observing the adequacy performed previously in the first stage. In regards to the third one, it corresponds to the monitoring of the actions, therefore setting the involvement of local actors, and at last, the fourth and last stage, which contrasts the evaluation of the student himself as well as his development.