Os efeitos da implementação do Projeto Professor Diretor de Turma - PPDT: um estudo em uma escola de ensino médio regular no interior do Ceará

Abstract

The piece of research aimed to analyze the contributions of the Project Professor Director of Class (from the Portuguese PPDT) to fulfill the mission, vision of the future, and strengthen the values of the School São Miguel, in the Ceará’s State countryside. The project aims to help and strengthen relationships among students, their families, and the school, and being a proposition that seeks quality improvement and equity in teaching in order to soften the educational needs of the actors involved in the teaching and learning process. In this piece of research on PPDT, there were analyzed other relevant pieces developed in this theme as Santos (2014), Dias (2016), Bandeira (2020), and Moreira (2020) that centered PPDT in their research from different approaches, perspectives, and objectives. The theoretical discussion of this dissertation was organized into three axes: educational public policies, school climate, and socio-emotional development. There were revised studies and concepts that align with the purpose of this research and the PPDT goals. In the methodology, document and bibliographical research as well as interviews with the school principal, PPDT coordinator in the school, and the egress students of the years 2018, 2019, and 2020. The results point to some aspects that compromise the development of the policy, mostly with respect for shortened working hours to the professor director of the class and the scarce support and participation of families in the school. It was also noted that an approximation of the PPDT goals with the mission, vision of the future, and values of the researched school; however, such an approximation is not enough to completely integrate the PPDT actions with the perspective of the future, values, and mission of the school. Therefore, to soften these aspects, it was proposed a Plan of Educational Action, constituted by a set of interventions that aim to improve the PPDT policy with actions that from the articulation with the Political and Pedagogical Projected (PPP), Citizens Formation and Socioemotional Development. These actions need to promote a favorable environment for learning and, beyond that, to favor the integral and citizen development of the student.