Desafios da gestão pedagógica e de planejamento das disciplinas das atividades integradoras em uma escola de ensino médio em tempo integral de Minas Gerais

Abstract

This dissertation is developed within the scope of the Professional Master's Degree in Education Management and Assessment (PPGP) at the Center for Public Policies and Education Assessment (CAEd) at the Federal University of Juiz de Fora (UFJF). The management case discusses the challenges faced during the process of implementing Full-Time Secondary Education (EMTI) in a public school, located in a city in the interior of Minas Gerais. The objective is to analyze the difficulties evidenced in reading documents made available by the school regarding the pedagogical particularities of the policy and related to teacher training and school planning, specifically in relation to the disciplines of Integrative Activities. From this analysis, we intend to have a more in-depth understanding of the context in question, examining the existing theoretical contributions in the area and then proposing strategies that help in overcoming the identified challenges. The general objective is to analyze how school management acts in relation to the pedagogical monitoring of the EMTI Integrative Activities subjects in order to identify existing challenges and propose actions that help to overcome them. The specific objectives outlined are the following: describe the process of implementing Full-Time Secondary Education in the researched school, highlighting the challenges that were presented during this journey, analyze the dimensions of organization, curriculum and pedagogical management of the disciplines of Integrative Activities, the in order to understand which of these factors cause the greatest difficulties in the researched school and propose strategies that support management in overcoming the challenges faced in the school environment. Therefore, the question that summarizes this research is: how can school management act to overcome or alleviate the challenges in the pedagogical management of Integrative Activities subjects that arose with the implementation of Full-Time Secondary Education? The methodology is predominantly qualitative. The data collection techniques used to carry out the research were: document analysis, semi-structured interview with the school director and general coordinator of EMTI, focus group with teachers. As a documentary source, the minutes of pedagogical meetings, terms of visit by school inspectors, teachers' plans and the Pedagogical Political Project were analyzed in order to have a general overview of the researched problem. Furthermore, federal and state laws, resolutions and guiding documents directly related to EMTI in Minas Gerais were analyzed. The information collected was analyzed and understood based on the following theoretical framework: Vasconcelos (2014), Luck (2009), Luckesi (1992), Libâneo (2004), Gatti (2019), Nóvoa (2019), among others. The research reveals that several factors contribute to the deficiency in ongoing teacher training, including overload of administrative tasks, lack of time for pedagogical meetings, difficulty in reconciling training courses with work schedules and the fact that many teachers work in multiple schools. Furthermore, there is a gap in school planning due to the lack of monitoring by the pedagogical team. The proposed Educational Action Plan aims to improve the continuous training structure and school planning, through several specific initiatives.