Desafios e perspectivas na utilização do SIGE e da sala de situação no âmbito das escolas estaduais de educação profissional da Sefor 1

Abstract

The present dissertation analyse the perspectives and challenges in the utilization of the Integrated System of School Management (SIGE) and the Situation Room as a tool for assistance to the work developed by the several school actors in the context of the six Professional Education State Schools (EEEPs) that make up the Fortaleza’s State Schools Superintendence (SEFOR) 1, linked to the State of Ceará’s Education Secretary (SEDUC). With the aim of promoting a modernization of the grid management, making it more fast, assertive and efficient, SEDUC created the SIGE. This system has a set of information, whereby are produced reports and indicator the can subsidize the definition of plans of action, projects and educational politics. In 2017, SEDUC broadened the perspective of using this information through the creation of the situation room, a place where the monitoring of the educational indicators generated through the data from the SIGE. The present dissertation seeks to answer to the fallowing research problem: how to promote a culture of use of the SIGE system and the Situation Room aiming the approach between the users with the system? The research had the fallowing objectives: Describe the SIGE and the Situation Room, analyse the use of these systems in six professional schools of the state’s educational network and propose a professional development platform that arouse interest of the teachers and managers in the use of the systems. The studies and analyses of this research were developed in the light of theoretical references such as: Almeida and Rubim (2004), Andrade (2014), Balbe (2010), Balduti (2017), Barbosa (1998), Fonte (2011), Lakatos (2003), Oliveira (2009), Santos e Weber (2015), Silva (2016), Vosgerau and Ogawa (2014). The analysis of the use of SIGE and the Situation Room in the schools was made from information collected through questionnaires and interviews with the school actors from the EEEPs. This empirical study has shown that the information provided by the systems affects the work of the managers, teachers, students and secretariat staff of the analysed EEEPs. In addition to identifying barriers to the use of SIGE and the Situation Room, a demand for was also identified by school actors for training. From this, the study was concluded with the proposition of a Plan of Educational Action (PAE) that was structured from three axes: (i) Appropriation of the TIC and the relation of these technologies to the work of the school actors; (ii) management systems within SEDUC; (iii) Productive incorporation of ICT and management systems into routine of school actors.