A política de tempo integral no Ceará: reflexões sobre o currículo flexível na Escola de Ensino Médio em Tempo Integral Antônio Bezerra

Abstract

This thesis was developed within the scope of the Professional Master in Management and Evaluation of Education (PMMEE) belonging to the Center for Public Policy and Evaluation of Education at the Federal University of Juiz de Fora (CAEd / UFJF). The management case studied reflects on the flexible curriculum at the Full-Time High School (EEMTI) Antônio Bezerra, belonging to the public network of the state of Ceará and aims to answer the following question: how can school management act to enable a better match between the flexible curriculum structure of the Full-Time High School program with the demands and expectations of the student body at EEMTI Antônio Bezerra? The main goal of this research was to elaborate on a purposeful investigation about the management of the flexible part of the curriculum of EEMTI Antônio Bezerra. The specific objectives of the study were: to describe the process of offering and choosing electives, the curricular component of full-time schools; analyze the construction and management of this flexible curriculum; and propose a School Action Plan (PAE) that is configured as a support management instrument, not only of this school but also of others, in the search for advancing the process of defining elective activities. To realize the proposed objectives, we employ a qualitative research methodology. For this, the data collection was carried out through semi-structured interviews with the pedagogical coordination, application of a questionnaire with students of the 3rd year of high school, a focus group with teachers of the elective subjects, and two focus groups with students chosen from the implemented questionnaire. This study is based on three axes of analysis: integral education and youth protagonism,full-time school curriculum,and training, planning, and participation in a full-time school.The results of the analyzes indicate the need for a change in the behavior of school actors in stimulating youth leadership, in the dialogue for the construction and diversification of the flexible curriculum, and signaled the continued training of teachers, as well as the insertion of moments of collective planning and school community participation in decision-making schools, as topics that need to be rethought by the school.In response to the problems presented, this study suggested a PAE whose actions are: the evaluation of the first full-time cycle, recognizing the problems to be reviewed; the creation of a Professional Learning Community with observation to the permanent study of teachers; the updating of the school’s Pedagogical Political Project, incorporating the full-time method and the changes proposed by the school community; elaboration of a protocol that guides the all of management of elective courses; and creation of permanent spaces for the participation of the student body in school activities, stimulating the protagonism of young people. Ultimately, we conclude that the researched school needs better to adapt its reality to the proposed full-time method and that the suggested actions should contribute directly and indirectly to this purpose.These are actions that should, directly and indirectly, contribute to a better adaptation of the full-time policy proposal to the reality of the researched school.