Política estadual de educação em tempo integral: desafios de implementação em uma escola de ensino médio do Ceará

Abstract

This dissertation was developed as a partial requirement to obtain a master's degree in the Professional Master's Program in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). From this problem, I bring as a general objective to analyze the process of implementation of full time education in a regular high school in the interior of Ceará. I also propose the following specific objectives: (i) describe the implementation of full-time education in a school in the interior of Ceará, pointing out the main challenges in this process; (ii) investigate and analyze the difficulties of internal agents in implementing the full-time education proposal with a focus on overcoming challenges; (iii) propose an action plan that is configured as an instrument of strategies to promote the improvement of school management practices in the implementation of full-time education. We emphasize that the choice of this research object was motivated by our performance, from April 2009 to March 2018, as a school director, conducting the process of implementation of full-time education at the Liceu School of Camocim Dep. Murilo Aguiar at the municipality of Camocim-Ce, from 2016. For that, we will use as methodology the qualitative research, supported in a case study, having as instruments the individual interviews destined to the school management and the coordinating teachers of environments, and focal groups directed to the teachers in the elective disciplines and to the classroom leaders, with the purpose of carrying out a more in-depth reflection on these elements from the view of the subjects that effectively make up the educational context. This research will be based on the ideas of the authors Ana Maria Cavaliere (2007), Isa Maria FR Guará (2009), Ligia Martha C. da Costa Coelho (2009), Miguel Gonzáles Arroyo (2012), Gesuína de Fatima Elias Leclerc and Jaqueline Moll 2012), besides the dissertations of Antonio Idilvan de Lima Alencar (2015), Elizabeth Oliveira de Medeiros (2016), Genivaldo Batista Rodrigues (2017), Vanderlei Fernandes Filho (2017), Natália Fernanda Lobato de Abreu (2017) Sirlei Adriani dos Santos Baima Elisiário (2017) and Cláudio Magalhães (2018), among others.