A gestão do projeto professor diretor de turma: a experiência da Escola Estadual de Educação Profissional Júlio França em Bela Cruz (CE)

Abstract

This dissertation aims at analysing the management of the Director of Class Teacher Project at EEEP Julio França, Bela Cruz county, Ceara. This Project was implemented in the State Educational System of Ceara, in the year of 2008, as a pilot project in 25 State Schools for Professional Education (EEEP), which offered a new classroom work dynamics, through a new actor, entitled Director of Class Teacher. The function of this teacher is to mediate the teaching and learning process between students and other teachers of the same class, in order to transform the classroom into a favorable space for learning through new attitudes amongst teachers, students and respective families. In 2010, this Project was expanded to regular schools, reaching 92% of these schools in 2013, specifically those of high school level. The activities of the Director of Class Teacher Project seek to embrace the public school student in her / his individuality, in a perspective of demassification that, through a cooperative work, allow for the teachers learn the realities and difficulties of these students and support them in overcoming these difficulties. The theoretical referential that supports the discussions about the challenge of schooling of low income youth, who are the typical high school students, was based on Lopes (2005), Peregrino (2011), Burgos (2012), Cury (2008) e Fanfani (2000). The methodology comprehended documentary analysis, interviews, questionaries and nonparticipant observation. The research results show that the Director of Class Teacher Project at EEEP Júlio França is in the process of consolidation as an experience of success with a more active engagement of the principal, of the coordinators and the teachers, and the students’ acknowledment of the positive effects in both their personal and academic lives. Still, some aspects that require adjustments in the Project activities in the school have been detected. Thus, an Educational Action Plan is proposed on Chapter 3. This plan presents suggestions for the improvement of both the Regional and State Project Coordination related to its structure, operationalization and management, so that the Director of Class Teacher Project becomes a sustainable Educational Policy.