Política estadual de educação integral para o ensino médio no Amazonas: um estudo sobre a implementação do tempo integral em uma escola de Manaus

Abstract

This dissertation is developed on the Professional Master in Management and Assessment of Education approach (PPGP) of the Public Policies Center and Education Assessment of the Federal University of Juiz de Fora (CAEd / UFJF). The management case to be studied discusses obstacles to the implementation of the curricular proposal for the Amazon integral education in High School Level of a State School. Our objective is to understand the difficulties in the curricular implementation of the Amazon Integral Education Pedagogical Proposal of 2011 at the CETI where the research was conducted. We adopted the qualitative methodology, based on a case study, having as instruments the observation, the individual interviews for the school manager, the pedagogical coordinator and the area coordinator, and the focal group directed to the teachers of the Language area, with the intention of drawing a deeper reflection on these elements from the perspective of the subjects that effectively make up the educational context. This research is based on the postulates of Eduardo Condé (2012, 2013), Jefferson Mainardes (2006) and Michael Fulllan (2009) to think about the implementation issue and the process of educational change; in the studies of Ana Maria Cavaliere (2002, 2009, 2010), Jaqueline Moll (2010, 2011, 2012), Valter Pegorer (2014) and Isa Guará (2006), which provide us with subsidies to reflect on an integral education and a full-time education; Regarding the curriculum studies, we are based on Miguel Arroyo’s (2013), Regina Leite Garcia and Antonio Flávio Moreira’s (2012) and Paulo Roberto Padilha’s studies (2012), among others, who help us to think about a curriculum linked to the propositions of an integral education and a full-time education. From the analytical trajectory traced, the research shows the current challenges faced by the school for the effective implementation of a full-time education, such as: lack of knowledge concerning the full-time policy implemented in the school, distancing factor between implementers and policy to be implemented; difficulties in mobilizing in practice the concepts of integral education and full-time education, as well as the variables such as time and space; the need for (re) organization of the curriculum, taking into account the best use of educational times and spaces, so as to make it consistent with the proposals of full-time education; absence of permanent qualification courses for professionals, in order to meet full-time demands. After this reflexive process, we proposed an action subdivided into ten stages that can subsidize the school in the implementation of this educational policy, thus contributing to the provision of a full education to the students. The proposals of the Educational Action Plan (PAE) are based on the collaborative work, from the establishment of a Community of Practice, in which the interrelationship between theory and practice is the common thread for overcoming these challenges.