Reorganização curricular: um estudo sobre a implementação da disciplina Núcleo de Trabalho, Pesquisa e Práticas Sociais em escolas estaduais de ensino médio de tempo integral em Fortaleza - CE

Abstract

The high school curriculum in Ceará has gone through several experiences of reorganization. One of them, started in 2012, is the Work Unit, Research and Social Practices (NTPPS). Based on the Prototypes and curriculum of high school and Integrated High School (UNESCO, 2011) and on methodological assumptions of the Com.Domínio Digital (CDD) Program, by Instituto Aliança, the NTPPS aims to encourage new pedagogical practices at school, boosting youth protagonism, as well as seeking to assist in the construction of the life project and the strengthening of the socio-emotional skills of the students. Since 2016, the discipline has composed the structure of the diverse curriculum of high schools full time (EEMTI) in Ceará and the four schools that were the subject of this research had already migrated or were migrating to full time when the research took place. Within this context, this dissertation had as its general objective to analyze how the process of implementation of the curricular proposal of the NTPPS subject occurs, in the perspective of the pedagogical management of four schools from SEFOR 3, and to elaborate an action plan to contribute to overcome the challenges of the implementation of this subject. For this, the positioning of the subjects involved was essential. Thus, semi-structured interviews were conducted to listen to project designers and school management and questionnaires were applied to teachers and students. The relevance of this study is related to the need to give new meaning to high school. For the analysis of the case, we take as theoretical-methodological reference the public policy cycle of Bowe and Ball, worked in the article by Mainardes (2006), in order to assist in the collection and analysis of NTPPS implementation data. The theoretical basis about integral education and full-time schools was based on Cavaliere (2002a, 2002b, 2007, 2010), Gadotti (2009) and Moll (2012), besides the analysis of a Ceará research on the NTPPS: Nobre (2019). The analyzes confirmed weaknesses in the implementation of the component: teacher training, research orientation, school planning, social, emotional and infrastructure issues. The proposed actions seek to assist in overcoming these obstacles, prioritizing what is feasible to accomplish, both at school and at state level.