Desafios da implementação do ensino médio em tempo integral: análise de implementação em duas escolas da periferia de Fortaleza-CE

Abstract

This dissertation was developed within the scope of the Professional master’s degree in education management and education Evaluation of the Policy Center and Evaluation of the Education of the Federal University of Juiz de Fora. The management case studied analyzed the difficulties in implementing the full-time school policy by schools: School A and School B, located on the outskirts of the city of Fortaleza. This process was started at School A in 2019, and in 2018 at School B, with first year of high school students, with gradual expansion to other school years expected. However, the implementation of the public policy has faced challenges in both schools. From this, the following question was defined: how to overcome the challenges to the implementation of the full-time school public policy in the analyzed schools? The general objective of this research was to analyze the implementation process of the full-time education policy in the state of Ceará and to propose actions to solve the challenges related to the situations that involve it. Despite the government's intention to expand public policy for full-time education in a short period of time to meet goals of the National Education Plan, the hypothesis defended it would be that many problems faced in schools adhere to full-time educational public policy occurs due to celerity in the implementation process and lack of support that patronize them in this process. For the analysis of the situation concerning the implementation of public policy it would be possible, the theoretical references were based on the reflections of Condé (2012), Parente (2016), Mainardes (2006), Ball (1992) and Gonçalves (2006). The methodology used was based on a case study, through a qualitative approach, to analyze the situations faced in the implementation of this policy in these places. For this, managers, and teachers from the two schools were interviewed. The collected data from the interviews served as support for the planning actions that can minimize the challenges faced by schools considering the implementation of the full-time policy, training teachers for full-time secondary education and structural reorganization of the school.