Ciclo de políticas de Stephen Ball no contexto do Projeto Professor Diretor de Turma: estudo em uma Escola Estadual de Educação Profissional do Ceará

Abstract

This dissertation was developed within the scope of the Professional Master's in Education Management and Evaluation (PPGP) from the Center for Public Policies and Education Evaluation at the Federal University of Juiz de Fora (CAEd/UFJF). The studied case of management addressed the public educational policy of the Class head-teacher Project - PPDT, in the light of the policy cycle of Bowe, Ball and Gold (1992) and Ball (1994). This work aimed to analyze the main factors that influence the incidence and permanence of the obstacles that compromise the enactment of the PPDT in the EEEP Professora Maria Célia Pinheiro Falcão, located in the municipality of Pereiro-CE during the period from 2011 to 2019. The theoretical framework was contemplated by the exercise of authors such as Enguita (1989), Cavalcante (1998), Ferreti, Zibas and Tartuce (2004), Costa (2007), Perez (2007), Magalhães (2008), Castro and Regattieri (2010), others among. For this, the methodology used were bibliographic research, documentary research and the use of questionnaires and semi-structured interviews as research tools. The results of the research showed that the factors that compromise the PPDT policy refer to reduced hours of the Class head-teacher (PDT), the lack of training, minimal participation of the family in the school and the lack of recognition of the importance of the role of the PDT. From a macro perspective, there is a lack of legislation to regulate this state policy and the need for periodic evaluations of this project. To overcome or mitigate the factors mentioned above, an Educational Action Plan was proposed, consisting of a set of strategic actions that may provide advances in the implementation of the PPDT policy, thus aiming to efficiently fulfill the objective for which it is intended.