A gestão das atividades eletivas em uma EEMTI no Ceará: análise dos desafios do processo de implementação no triênio 2016-2018

Abstract

The present dissertation, which was developed within the scope of the Professional Master in Management and Evaluation of Public Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF), proposed to understand how it occurred , during the triennium 2016-2018, the management of elective activities at the Matias Beck High School in Integral Time, in the city of Fortaleza/CE, in order to identify the challenges of its implementation and, based on the analysis of the difficulties detected , to suggest to the actors involved coping strategies. Based on evidence collected in the school itself, which indicated, among other issues, gaps in the enrollment records, as well as problems possibly caused by the fact that the High School in Integral Time is a recent educational policy in the State Network of Ceará, this study pointed to the accomplishment of some adjustments regarding the management of elective times, aiming at the appropriate adaptation of the institution to the EMTI Program. Among the objectives of the investigation were the scrutiny of planning, dissemination, execution and evaluation of elective activities, as well as the proposal of an Educational Action Plan, to be implemented in the school. Starting from a brief history of high school in Brazil, the work presented the context of the implementation of the Policy of High School in Integral Time in the State of Ceará, as well as the circumstances of the process of transition to full time in the school researched. The research, of a qualitative nature, was based on the methodology of case study and based mainly on the conceptions of integral education, full time education, curriculum, planning and evaluation, discussed by Castro and Lopes (2011), Cavaliere (2002; 2010), Ciavatta and Ramos (2011), Cunha (2011), Felício (2012), Gonçalves (2006), Galian (2016), Galian and Sampaio (2012), Limonta (2011), Zanardi (2016), among others. For data collection, techniques were used to consult laws and official documents, examination of records, semi-structured interview, participant observation and questionnaire application. The results analyzed promoted the mapping of alternatives to the difficulties related to the management of elective activities, organized in actions that recommended: the standardization of student orientation, the universalization and systematization of planning, the normalization of the control of the frequency of classes, the institutionalization of evaluation procedures, the coping of other difficulties and the adoption of a model of curricular structuring.