Implementação da Tecnologia Empresarial Sócio Educacional –TESE- e do Programa Jovem De Futuro – PJF- em uma Escola Estadual de Educação Profissional do estado do Ceará

Abstract

This dissertation was developed embedded within the Professional Master in Management and Evaluation of Public Education of the “Programa de Pós-Graduação Profissional” (PPGP) (PPGP) of the Center for Public policies and Assessment of Education of the “Universidade Federal de Juiz de Fora” (CAEd / UFJF). The management case studied was analyzing the implementation of public education policies included in the implementation of the Tecnologia Empresarial Socioeducacional (TESE) and the “Programa Jovem de Futuro” (PJF), analyzing how the teachers of the “Escola Estadual de Educação Profissional Balbina Viana Arrais” understand these policies for improvement in the education’s quality. The objective of the research was investigating how the implementation of the Tecnologia Empresarial Socioeducacional-TESE - e do Programa Jovem de Futuro-PJF-- are appropriated by teachers at EEEP Balbina Viana Arrais. Based on that, it was verified how the teachers have used these tools to improve the quality of education offered by the school. This describes public policies for the implementation of State Schools of Professional Education, using the EEEP Balbina Viana Arrais as a reference, analyzing how teachers understand public policies focused at learning outcomes and proposing actions that reinforce the TESE and JF , as programs registered in the professional education policy. We acept as hypotheses that the initial training was not sufficient for the teachers to understand the assumptions of each of these programs and that the teachers' understanding of these policies can influence in the achievements of the school and, consequently, the quality of the education offered, which was proved during the research. For that, we used, as methodology, qualitative research based on the instrument of semi-structured interviews. The results of the research revealed the lack of effective participation of all teachers in training and decision making in the implementation of the programs registered in the professional education policy. difficulties were also identified in understanding the proposals of the programs; ignorance of the theoretical assumptions of the programs implemented by the school; need for involvement of the actors in the planning of program actions; lack of theoretical training on program proposals and the policy analyzed; and difficulty in reconciling the program activities with the school's routine schedules. Based on these results, the Plano de Ação Educacional (PAE) was elaborated, with suggestions for activities that lead the subjects to think and to the engagement of the implementation actions of the programs registered in the professional education policy, in the sense of the reinforcement of this policy.