Os desafios da implementação do ensino médio em tempo integral: um olhar sobre a Escola Estadual Renato Azeredo no distrito de Adão Colares, Botumirim/MG

Abstract

The present dissertation was written as part of the Professional Master’s program in Management and Public Education Evaluation (PPGP) offered by Centro de Politicas Publicas e Avaliacao da Educacao of Universidade Federal de Juiz de Fora (CAEd/UFJF). The management case analyzed the difficulties of implementing public policies in full-time schedule for Secondary school of Escola Estadual Renato Azeredo, in Botumirim, north of Minas Gerais state. At the school, the process began in 2023, with first-year high school students, and it was intended to gradually expand to the remaining scholar years. The public policy execution has been facing challenges at schools. Therefore, the following inquiry has been defined: what actions does the managing team of Escola Estadual Renato Azeredo can take to support the professors in order to develop activities in full-time High School? Based on this, the general objective for this study is to describe the implementation of fulltime education at Escola Estadual Renato Azeredo, in the context of the new high school. Despite the Minas Gerais government’s intention of rapidly expanding the educational public policies in a full-time basis in order to fulfill the goals of the Plano Nacional de Educacao, the present discussion suggests that many of the challenges faced by school are a result of the fast implementation and the lack of adequate support during the process. For the theoretical analysis of the presented situation, authors such as Gadotti (2009), Moll (2012), Cavaliere (2010-2014), Arroyo (2003- 2012) were used. The methodology adopted was based on a qualitative approach, aiming at the analysis of the situations related with the implementation of the previously mentioned policy. In this regard, interviews were conducted with professors responsible for the integrative activities and formative itineraries, and the obtained data were used as foundation for the development of strategies in order to mitigate the challenges faced by the school in the process of implementation of the full-time policy, in the teacher training and in the structural reorganization of the educational institution. The data collected from field study indicate that full-time education is positively viewed as a model, but there are still challenges such as student adaption and the insufficient initial training of the professors to deal with EMTI demands, being mentioned the need of continuing education and a more consistent institutional support. In light of this scenario, strategies were developed to address policy implementation, teacher training, and the reorganization of school schedules