A implementação do Projeto Professor Diretor de Turma em uma escola regular da rede Estadual do Ceará: uma análise do alcance dos objetivos da política

Abstract

The current paper has been developed in scope of Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The management case studied features the following question: which measure implementation of Projeto Professor Diretor de Turma (PPDT) at EEM José Cláudio de Araújo, situated in Mucambo-CE, has enabled to reach the purpose of this policy about everything to youth protagonist, to family-school relationship and to school climate? Defined goals to this research were: (i) describing implementation records about referring to PPDT at EEM José Claudio de Araújo; (ii) analyzing school management actions EEM José Claudio de Araújo and teacher Class Direct about everything those concerning to promotion youth protagonist, fostering relationship with the family school relationship and the enhancement of school climate; (iii) proposing an Education Action Plano (EAP) to Principal Class Teacher (DT) about reorganization and strengthening function performed by Class Principal (CP), with purpose of supporting the school management coordinating efforts to build school environment conducting learning work throught the youth protagonist, approach family-school and school climate’s, contributing effectively with the teaching-learning process. Actors involved in this management case are: pedagogical coordination and DTs, directs responsible to Project implementation at infested local. With a qualitative methodology based on a case study, we use as observations instruments of some pedagogical practices associated with politics and semi-open interviews with the coordination that guides and monitors its implementation at school and with their DTs. Before that, we conducted a documentary research. Methodologies applied in development these studies were: case study, documents research based in information based in internet and the investigated school; related bibliographic searches public policy and three axes previously highlighted. In this study based to Perez (2010), Condé (2012), Ball (2016), Mainardes (2016), Costa and Vieira (2006), Castro and Regattieri (2009), Silva (2001), Candian and Rezende (2009) and Moro, Vinha e Morais (2019). Through the analysis of data we found a significant involvement of the coordination in the PPDT and an alignment in the actions of the DTs. However, we were ability to understand certain difficulties of the school in relation to student participation, school-family interaction and norms of coexistence. In the midst of these needs and the context of New Secondary School implementation, we proposed some structural actions, pedagogical and referring to school-family interaction with propose of renewing and reinvigorate PPDT at school.