Ensino Médio Integral Integrado em Minas Gerais: os desafios na implementação do programa em uma escola estadual na Superintendência Regional de Ensino de Almenara/MG

Abstract

This dissertation is developed within the scope of the Professional Master's in Education Management and Evaluation (PPGP) from the Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (Center for Public Policies and Education Evaluation at the Federal University of Juiz de Fora - CAEd/ UFJF). The case under analysis has as general objective to describe the process of implementation and the impacts on the process of implementing Full-Time High School in a state school in Minas Gerais. The defined objectives specific were to identify the main changes and the pedagogical impacts in the School from the implementation of High School in Full Time; describe the actions carried out by the Almenara Superintendência Regional de Ensino Team in E.E. Tancredo during the process; analyze the actions taken by SRE Almenara and the School as a way to maintain the students' permanence in the Program; and propose strategies to be carried out by the SRE Almenara team in partnership with the management of E.E. Tancredo Neves to alleviate the pedagogical problems arising from the implementation of the Program. As a theoretical framework, Mainardes (2006) and Condé (2012) were used, who adopt the “policy cycle” approach as a way of analyzing the implementation of a given public policy; and other authors dealing with Integral Education such as Cavaliere (2002, 2007, 2009, 2010), Gonçalves (2006), Moll (2008, 2012), Coelho (2009). The main question of the work is: What are the challenges encountered during the implementation of EMII at the Tancredo Neves State School and how SRE Almenara could act to alleviate the difficulties in the monitoring process of the program's implementation. For this study, qualitative research was used and as research instruments semi-structured interviews with educational actors involved in this process. The analysis identified a lack of knowledge and appropriation of the proposal and concept of Integral Education by the school community, centralization of resources in SEE/MG, absence of listening to students and teachers involved in the implementation process, lack of initial training for SRE teachers and professionals, lack of follow-up and monitoring by the team responsible for the superintendence, and an accumulation of duties to the Analyst responsible for EMTI. Finally, a PAE was prepared with proposals for organizing municipal education forums, actions to ensure that EMTI resources are decentralized by SEE / MG, actions to strengthen the school's Class Representatives Council, among others.