A implementação do programa ensino médio inovador em uma escola estadual de Manaus: análise sobre o papel do professor articulador de projetos

Abstract

This thesis is developed in the scope of Mestrado Profissional em Gestão e Avaliação da Educação Pública – PPGP (Professional Master in Management and Education Public Assessment) from Centro de Políticas Públicas e Avaliação da Educação (Public Policies and Education Assessment Centre) of the Universidade Federal de Juíz de Fora (Federal University of Juiz de Fora) - CAEd / UFJF. The event of management to be studied will analyze the role of a project articulator teacher and its pedagogic staff during the program “Ensino Médio Inovador” (PROEMI), which took place in a state school in Manaus, Amazonas, at the year 2013. The analytical purpose of this study is to understand how project articulator teachers worked on curriculum redesign proposed by the educational unit chose for this research, in order to practice interdisciplinary educational proposals. Furthermore, we aim to develop an educational action plan that provides a reflective activity by the author of this thesis, generating a renewed vision of the curriculum and interdisciplinary practices that must direct education in high school. We assume as a problem, related to this case, the design and practice of interdisciplinarity taken as junction of teachers (multidisciplinary) and not as the interaction of these teachers and their subjects, capable of causing the new. This research is characterized as a case study with a qualitative approach and the research methodology was through the document analysis, as well as analysis and interpretation of data collected through questionnaire directed to the PROEMI implementation team, namely, articulator project teachers and macro fields coordinators teacher (set of educational activities around a generator thematic axis). To support the analyzes, it was used as theoretical background Fazenda (1998, 2003, 2011), Yared (1995), Morin (2003, 2005), Macedo (2014) and Rodrigues (2008), who discuss the interdisciplinarity in its schooling and educational aspects. At the end of the research, we found as main findings the lack of preparation of the implementation team for interdisciplinary work within the actions of the Curricular Redesign Plan of PROEMI; lack of actions within the Redesign Plan Curricular that lead to accountability to the school community of the actions and financial resources of PROEMI; and lack of monitoring and evaluation of the program in the intra-scholar environment. Therefore, it was proposed in PAE, actions for the continued training of the implementation team of PROEMI, a culmination in the form of Interdisciplinary Fair from Innovative High School Program and reflective analysis of the actions implemented under the PROEMI, which will serve as a monitoring and evaluation aiming the continuous improvement program.