A implementação do Núcleo de Trabalho, Pesquisas e Práticas Sociais: proposta de reorganização curricular em uma escola da rede estadual de educação cearense

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 management case discussed the implementation of the Nucleus of Work, Research and Social Practices (NTPPS), a policy of curricular reorganization of daytime high school, in a school in the state education network of Ceará, located in the municipality of Santa Quitéria. The objectives defined for this study were: to describe the NTPPS curricular redesign project for the Ceará state network and its implications for the school environment; analyze the problems in the implementation of NTPPS in the “practice context”, from the perspective of teachers and school management; and to propose actions that can minimize the problems in effecting the curricular reorganization of the NTPPS in the school sphere. In order to fulfill the proposed objectives, we employ a qualitative research methodology, through the development of semi-structured group interviews, with three interviews with groups of teachers and two interviews with the principal, the first exploratory and the last, in a complementary way, for the construction of the analysis. The research data pointed out that teachers experience difficulties in understanding high school as a possibility of integrating the propaedeutic objectives, preparation for the world of work, as well as the integration of socio-emotional skills in practice, in the classroom. The results of the analyzes also indicated that the “non-directness” of collective planning by area of knowledge and the absence of spaces or channels for effective listening by teachers has contributed to the lack of engagement and articulation among these professionals, with negative effects on development the school's curriculum reorganization policy. In response to the identified problems, we propose: continuing teacher training, systematized channel for direct and continuous communication with teachers and instrument for the pedagogical monitoring of planning.