O desafio do desenvolvimento das competências socioemocionais como parte curricular em uma escola de ensino médio em tempo integral do Ceará

Abstract

The present dissertation it was developed in the ambit of the Professional Master Degree in Administration and Evaluation of the Public Education (CAEd/UFJF). A school administration case was studied and it discusses about the challenges of the Socioemotional Competencies Development in the scholar curriculum of an Integral Secondary School in Ceará. This research aimed to investigate the causes of the difficulties found in the implantation of the educational methodology Núcleo de Trabalho, Pesquisa e Práticas Sociais – NTPPS, especially in the Socioemotional Competencies Development. It is assumed as hypotheses that the knowledge lack on NTPPS, the irregular administration of the resources in that school and the insufficient formation and accompaniment for the teachers work contributed to increase the difficulties. Therefore, an exploratory and qualitative research were accomplished in which it was used the following methodology: interviews with teachers, former-teacher, former-director and former-coordinator; meeting including the teachers that acted in 2018, the former-teacher and the pedagogic school coordinator; participant observation in the classrooms and interviews with the teachers that acted in 2019; application questionnaires addressed the students, considering the observation in the classroom; interview with the pedagogic school coordinator that accompanies NTPPS and with the school administrative-financial adviser; participant observation in the collective planning. Besides, after the accomplishment of the research it was given to the school an action plan that intends to offer continuous formation to the NTPPS teachers, as well as formation to the guiding teachers of research projects. The service of psychological support was also contemplated by the actions of the plan to the NTPPS teachers, the school schedule adaptation, in order to make possible the planning and the accompaniment pedagogic, finally, the construction of a document reference for acquisition of pedagogic material for the curricular component researched.