Atividades extraclasse docente: os desafios de sua implementação em uma escola estadual de Minas Gerais

Abstract

This study aims to analyze the implementation of extracurricular activities as a significant aspect of teaching work and the challenges faced by school management in organizing, monitoring, and supervising these activities in the context of a public school in Minas Gerais, located in the municipality of Constelação (MG) (fictitious name). The research’s general objective is to investigate the difficulties encountered in the daily practice of implementing extracurricular activities to propose management strategies that aim at better organization and effectiveness of this policy. The specific objectives defined are: (I) to describe the research context, analyzing the regulations governing extracurricular teaching activities aimed at training, continuous professional development, planning, meetings, and evaluation within the public education system in Minas Gerais, and how these moments occur in the referenced school; (II) to analyze how the school organizes its extracurricular activities dedicated to training actions, continuous professional development, planning, and evaluation, and which factors interfere with the effectiveness of these activities; (III) to propose management strategies through an educational action plan that supports the implementation and effective utilization of extracurricular activities in the researched school. To achieve this, a qualitative methodology will be employed, using a case study approach, conducting semi-structured interviews with the school’s management team, Basic Education Specialists (EEB), and vice-principals, as well as administering a virtual questionnaire to teachers. The primary theoretical framework is grounded in educational scholars such as José Carlos Libâneo (2004), Antônio Nóvoa (1992), Bernadete Gatti (2010), and Heloisa Lück (2009a), who discuss school management and view the school as a space for teachers’ professional formation and development. The study contextualizes national and state regulatory frameworks that underpin the extracurricular teaching activity policy, which guarantees one-third of the teaching workload outside the classroom; it also characterizes the school where the management case study takes place and examines how these activities are conducted. The research findings indicate that extracurricular activities hold significant potential for continuous training and teacher appreciation but are hindered by challenges such as high turnover of temporary teachers, administrative overload, and lack of structured planning. Based on these findings, the fourth chapter presents an Educational Action Plan (PAE) proposing management strategies such as reorganizing Module 2 meetings, creating a repository of pedagogical materials, and conducting cycles of continuous training aligned with teachers’ needs. These strategies aim to address identified challenges, promoting greater efficacy and alignment with SEE/MG-established regulations. The research aspires to contribute to teachers’ continuous training and inspire similar initiatives in other public schools, strengthening public education in Minas Gerais and Brazil.