Os efeitos da descontinuidade da política de educação integral em uma escola da Zona da Mata Mineira

Abstract

This dissertation was developed within the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policy and Evaluation of Education at the Federal University of Juiz de Fora (CAEd/UFJF). The management case studied discussed the discontinuity of the Comprehensive Education policy. In order to expand the student's experience and time at school, the Comprehensive Education policy was interrupted in most schools in the state of Minas Gerais in the first semester of 2019, which generated several losses. Thus, this study proposal arrived at the Teodorico Ribeiro State School, which is located in the Furtado de Menezes neighborhood, located in the eastern region of the city of Juiz de Fora-MG. This school is part of the State Education Network of Minas Gerais and offers the Initial Years of Elementary Education (1st to 5th year). Most of the school's students are children from conflicted neighborhoods with high social vulnerability. The school has been offering Integral Education since 2016, with around one hundred students per year. Given this discontinuity in politics, the guiding question defined for this study was: what actions can be taken by the management of the Teodorico Ribeiro de Assis State School to minimize / overcome the challenges generated? The objectives defined for this study were: i)to describe the difficulties encountered with the discontinuity of the full-time policy at the aforementioned school, ii) to analyze the consequences related to the cessation of integral education at school and iii) to propose actions that lead to overcoming / minimizing of the challenges encountered. The methodology used was a case study with a qualitative approach. As instruments for the development of research and data collection, the following techniques were used: semi-structured interviews, questionnaires and documentary research. Within the scope that was applied in this study, we limited the subjects involved to the researched school, where the effects of the discontinuities of the Integral Education policy were investigated. The analyzes were divided into three axes: i) conceptions of Integral Education and Full-Time Education, ii) the challenges of pedagogical management in the face of discontinuities in the policy of Integral Education, iii) the challenges of school management in the conduct of Education policy Integral. From these analyzes, in chapter three, the Educational Action Plan (PAE) was built with three actions: i) creation of a community of practice, ii) restructuring of the PPP in line with integral education, iii) proposal to expand partnerships. It is expected that with these actions the school will be able to minimize the effects of discontinuity, being a fundamental part in the construction of a comprehensive human education, together with the family and community.