Ensino Médio de tempo integral: contexto de implementação e seus desdobramentos na Escola Estadual Pedagogia da Esperança - MG

Abstract

This dissertation was developed within the scope of the Professional Master's Program in Education Management and Evaluation (PPGP) at the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). It is a case study on the implementation of the Full-Time High School (EMTI) public policy and its implications at the Pedagogia da Esperança State School (EEPE), located in a municipality in the interior of Minas Gerais, in the eastern region of the state. This study aims to discuss the institutional transfer experienced by EEPE as a result of EMTI implementation. In this context, the central research question guiding this study is: what actions can the management team of the EEPE, in partnership with the Regional Education Office and the State Department of Education of Minas Gerais, can develop to face the challenge of retaining students in the Full-Time High School program? The general objective of this study is to analyze the implementation of EMTI at the EEPE and its effects, proposing actions to tackle the challenges related to student retention. The specific objectives are: (i) to describe the impacts of EMTI implementation at the EEPE; (ii) to analyze the causes of student transfers from EMTI at EEPE to other educational institutions; (iii) to propose actions to ensure student retention in EMTI at the EEPE. The theoretical framework is based on the analyses of Arroyo (1988; 2011; 2023), Ball e Bowe (1992; 2002), Morin (2003; 2011), Gadotti (2012; 2014), Moll (2010), Cavaliere (2002; 2007; 2009; 2010; 2014), Libâneo (1994; 2004; 2012; 2016), Mainardes (2006; 2011; 2013), Nóvoa (1992; 2009; 2012; 2013; 2017; 2020; 2022), Freire (1980; 1987; 1997) and Hernandes (2020). This management case study employs a qualitative methodological approach, using semi-structured interviews and questionnaires with teachers, the school pedagogue, current students, and former students of EEPE as data collection techniques. The analysis of the research results identified five key areas as challenges in the EMTI implementation at EEPE: Axis 1: Lack of dialogue with the school community in implementing educational public policies; Axis 2: Problems and challenges of EMTI’s curricular architecture in educational practice; Axis 3: Infrastructural, technical, and technological barriers within EMTI; Axis 4: Needs and challenges related to teacher training, lack of differentiated work schedules, and inadequacy of pedagogical resources in EMTI; Axis 5: Impacts of the lack of policies promoting student retention in EMTI. The study also proposes an Educational Action Plan (PAE) to support EEPE, the Regional Education Office, and SEE/MG in overcoming EMTI’s challenges and to serve as a reference for the continuity of the program in other schools across Minas Gerais. Lastly, the study presents the concluding remarks, approaching the difficulties, gaps, and limitations of the research, in order to assist future studies about the topic.