A parte diversificada do currículo de uma escola de ensino médio em tempo integral no estado do Ceará

Abstract

The present dissertation was developed within the scope of the Professional Master's in Management and Evaluation of Public Education (PPGP) of the Center for Public Policies and Evaluation of Education at the Federal University of Juiz de Fora (CAEd/UFJF). The management case investigates the diversified part of the curriculum from the evidence collected during the transition period from regular high school to full-time high school, occurred in the triennium 2019-2021. The general objective defined for this study was to investigate how the work of the diversified part of the curriculum has been carried out, in the context of the Maria Celeste de Azevedo Porto School (EEMTI), with the aim of identifying possible difficulties faced in this work, and then suggest an Educational Action Plan. The specific objectives of the research are: To describe the proposal of Full-Time High School and its relationship with the diversified part of the curriculum; Identify and analyze the challenges present in the performance of the diversified part of the curriculum, which are configured as possible difficulties in working with students in high school; Propose a set of actions to be developed with the school community, in the management of the diversified part of the curriculum with the purpose of strengthening this part of the curricular work in the school. To this end, the research carried out used the Case Study strategy, starting with an exploratory research, in which documents and records in the school's archives were consulted, followed by a qualitative research. For data collection, interviews with teachers and managers were used. For the analysis and interpretation of the data obtained, a literature review was carried out on the themes involved in the context of the case, based on authors who deal with the policy cycle, conceptions of integral and full-time education and curriculum. From the data analysis the main difficulties identified were: partial and fragmented knowledge of the policy texts; gaps in the proposal of student clubs regarding the performance of students; Unavailability of resources for policy action; need to contextualize the pedagogical model of learning; gaps in teacher training; absence of psychological support service for teachers; inadequate implementation of work aimed at the development of socio-emotional skills; non-valuation of the diverse part of the curriculum by students. In view of these research findings, an Educational Action Plan (PAE) was presented, with proposals aimed at continuing teacher training, student training, campaigning with the school community and performance of school management.