A gestão pedagógica na implementação da proposta curricular do novo ensino médio na EE Luiz Salgado Lima

Abstract

This thesis was developed within the scope of the Graduate Professional Program (PPGP) of the Center for Educational Assessment at the Federal University of Juiz de Fora (CAEd/UFJF). The management case investigates the pedagogical management of the New High School (Novo Ensino Médio) (NEM) curricular proposal at the Luiz Salgado Lima State School, in Leopoldina, Minas Gerais. The general objective of this work is to investigate the problems towards implementing the NEM at this School by identifying causes and possible solutions to improve the students’ teaching-learning process. The specific objectives are: to describe the problems faced by the school’s pedagogical team working directly in High School, in accordance with the curricular changes proposed by Law 13.415/2017; to analyze factors that interfere in the NEM implementation in the School; to propose strategies and actions to solve the problems identified aiming to improve the learning of the School's students. In order to achieve these objectives, the qualitative research methodology hereby adopted involved direct and prolonged contact of the researcher with the environment under investigation. Firstly, a study on the process of implementing NEM in Brazil, in Minas Gerais and in the school under study was carried out through documentary research, legislation consultations, documents and records archived at the School. Subsequently, a study, based on a theoretical framework stemming from the research of authors such as Edgar Morin (2000), John Dewey (1897), José Carlos Libâneo (1990), Ivani Catarina Arantes Fazenda (2011), Silvio Donizetti de Oliveira Gallo (1994), Miguel Gonzalez Arroyo (2011) and Maria Elisabette Brisola Brito Prado (2005), was accomplished. As for data collection, individual semi-structured interviews were conducted with the School manager, the NEM coordinator, an Education Specialist, two teachers and two class representatives. The analysis and interpretation of the data obtained comprised the review of themes related to the context, such as the policy cycle, the interdisciplinarity, the collective planning, the project pedagogy, and the initial and continuing teacher training. The results evinced that the policy implementers did not participate in its formulation and did not receive adequate training to carry out the proposals. Regarding the integrated curriculum proposed by the policy, the School's pedagogical team faces challenges, like the lack of specific time for holding meetings and performing collective planning, which would allow for the development of interdisciplinarity. According to this analysis and after conducting the field research, an Educational Action Plan (Plano de Ação Educacional) (PAE) was developed, which presents actions to address the problems identified. The proposals aim at the continuing training of teachers, the creation of spaces for pedagogical discussions among the team, and the development of collective plans focusing on interdisciplinarity seeking to promote a learning environment that contributes to the improvement of the educational indexes.