Educação integral no estado de Pernambuco: uma realidade no ensino médio

Abstract

This paper analyzed the implementation of public policies for full day High Schools in two state institutions in Pernambuco under the point of view of school management and presented an Education Action Plan that will contribute for the qualification of this specific policy. The investigation is justified considering the experience of the author in the full day schooling program of the Education Secretary of Pernambuco from the beginning of its settling, in 2008, to the moment of this research. It was used for the development of the research, according to the qualitative methodology, the method of case study in two chosen schools. Semi-structured interviews were made with principals and three teachers of each institution, besides the documental analysis of the public policies and High School bibliographic review. This paper has its theoretical fundaments on authors such as Condé (2011) and Mainardes (2006) who discuss the implementation of public policies; Costa (2000, 2008), Gadotti (2009), Cavalieri (2009) and Mota (2006), on their reflections about full day education; Lima (2011) referring to the developed strategic planning and Lück (2009, 2010) on school management. It was observed in the analysis that the results obtained by the schools are related to the keeping of an only principal during the complete High School cycle and to the transformation of the school in full day, with the need of continuous and permanent training. In the end it was shown an Education Action Plan of guidance proposals that may be adopted by the Education Secretary and schools towards the qualification of this specific policy.