A implementação da educação em tempo integral: reflexões sobre o que pensam os estudantes de uma Escola de Ensino Médio em Tempo Integral do Ceará

Abstract

This dissertation was developed within the scope of the Professional Graduate Program (PPGP), Master in Management and Evaluation of Education from the Center for Public Policies and Evaluation of Education (CAEd) of the Federal University of Juiz de Fora (UFJF). The management case discusses the implementation of public policy on a full-time high school in the city of Itarema, reflecting the expansion of this model in the state network of Ceará. It should be noted that this policy is in line with goal 6 of the National Education Plan (PNE) and the State Education Plan (PEE) to offer full time in at least 50% of educational institutions to at least 25% of students. In this perspective, the study analyzes students' reflections of EEMTI Valdo de Vasconcelos Rios. The general objective is to analyze in order to propose student’s perceptions in view of the challenges of school management in the implementation of the proposal. The specific objectives are: to describe the full-time high school policy in Ceará and the context of its implementation at school; to analyze intra and extra-school factors that interfere in the implementation; and to propose adaptation and permanence strategies aimed at meeting the expectations of students. The research question is: "How is the management team of EEMTI Valdo de Vasconcelos Rios been dialoguing with the students implementing high school full time in order to provide their adaptation and permanence of student to/in the program?". The research has in its approach methodological perspective the predominance of the research qualitative approach. For data collection, instruments were created for this purpose, such as an anonymous closed on-line questionnaire proposed to all 3rd-grade students and the realization of three focus groups: 1. Students who entered after the implementation of said policy 2. Students who entered, left, and returned full time; and 3. students who spent three years full-time. In the first two cases, selection considered all representatives- In the last, there was a selection based on the responses to the questionnaire. Other documents, such as reports, minutes, and instrumentals of the Teacher Class Director Project, various records, the Political Pedagogical Project (PPP), and also documents and official texts from the state and federal spheres. The theoretical framework included authors such as Gonçalves (2006), Cavaliere (2009, 2014), Coelho (2009), Gadotti (2009), Maurício (2009a; 2009b), Arroyo (2012) and Moll (2009; 2014). The research results point to three axes of study: The management of time and space variables in full-time education; The curriculum and the possibilities for curriculum diversification and the construction of training itineraries; and The dimensions of full-time education in the education of the student, which contribute to the preparation of the Educational Action Plan (PAE) and has as actions: report on school infrastructure; organization of a space for students to rest; interdisciplinary project on tiredness; exchange in 9th grade classes; school team training plan; and .organizing events and activities that explore the multiple human dimensions.