A implementação de programas de educação (em tempo) integral na Coordenadoria de Cacoal (RO)

Abstract

The present dissertation was developed in the Professional Master's degree in Education Management and Assessment (PPGP – Professional postgraduation program) of the Center for Public Policy and Assessment in Education of the Federal University of Juiz de Fora (CAEd/UFJF). The management case to be studied will discuss the three types of experience of all-day school program applied in different school contexts. In view of the above, the main objective of this research is to understand the context of implementation of the three ongoing Integral Education programs in the Regional Coordination of Education (CRE) of Cacoal - RO, the programs are: Guaporé Program of Integral Education, Integrar Program and Escola do Novo Tempo Program (New Time School Program). Based on the research, it is intended to analyze the public policy of Integral Education face to the three implemented programs in the CRE. And the specific objective were stablished as: (i) to describe the implementation process of integral education public policy's in the state public school of Rondônia from the three integral education programs, (ii) to analyze how these integral education programs were implemented in the state public schools of Cacoal - RO, by studying the limits and possibilities, specially regarding the support organization of time, space and curriculum in schools, and (iii) to propose an Educational Action Plan (PAE) as a systematic mechanism of support for the Regional Coordination of Education in order to organize and monitor the work in the implementation of these programs in all-day schools. It was carried out analyzes of printed material (documents, such as: laws, letters, memorandum, circular, reports, reviews) and semi-structured interview with the school manager and the coordinator of integral (all-day) education program. In order to investigate the challenges, face the implementation of the different integral (all-day) education program, we use qualitative research and as a survey mechanism we use interviews. The theories of CONDÉ (2012, 2016), (COELHO (1997, 2017) about the challenges in the implementation and management of public policies in favor of integral education; and MOLL (2008), CAVALIERE (2002, 2007) about the organization of time, space and curriculum in allday school were used as theoretical reference. The research results show that the managers lack of use and understanding of the program implemented in the school results in conflict. Regarding the monitoring and evaluation of the implemented programs there was also little systematic monitoring by the staff of Seduc and CRE, along with the schools of the Guaporé and Integrar Programs. And, we observed also the unsuitable physical structure to the three programs implemented in the schools, the lack of human resources to develop the activities (diversified) of the Guaporé program and, at last, the lack of financial resources to develop the activities of the Guaporé and Integrar programs. In this sense, the Educational Action Plan (PAE) proposal was conceived with actions that involve the various school actors, mainly the managers for a decision making about the proposed educational policy.