Projeto Ensino Médio Integrar: desafios na implementação e descontinuidade do projeto

Abstract

The present dissertation was developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The studied management case investigated the process of implementation of the Integrated High School Project in the Rondônia State Education Toil. Initially implemented in 2016 in six school units as a pilot project that is expected to expand later to other schools, but difficulties faced in the implementation resulted in the withdrawal of five schools and currently only one school develops the project. Therefore, from this situation originates the guiding question for this case study: What are the difficulties and obstacles of the process of implementation of the Integrated High School Project that caused its discontinuity? The main objective was to analyze the creation and implementation of the High School Project Integrate into the State Educational Toil of Rondônia and propose an Educational Action Plan. Thus, specific objectives defined for this study were: i) to describe the process of creation and implementation of the High School Project Integrate in the State Educational Network of Rondônia; ii) analyze the situations that made implementation difficult and what caused an alteration in the initial proposal of the project; and iii) propose actions for the problems that made it difficult to implement the Integrated High School Project developed in the Rondônia State Education Toil and propose a Plan of Action Educational. We assumed as hypotheses that delays in the standardization of the project and the transfer of material and financial resources in a timely manner to the beginning of the project in the schools, the change of schools that offered the Integrated High School Project to another Program of Integral Education of the Federal Government, did not allow that the implementation of the Project was successful, generating its discontinuity and collaborating to reduce the failure rates and dropout rates of youngsters in regular high school. In order to investigate this situation we use as methodology the qualitative research and as instruments interviews and questionnaires. The theoretical framework as a support for the analyzes is based on the reflections of Condé (2012), Mainardes (2006), Serafim and Dias (2012), Nogueira (2007), Almeida et al. (1999), Vieira ) that analyze public policies; and Krawczyk (2011), Moehleck (2012), Nascimento (2007) and Queiroz et al. (2009) that address different aspects of secondary education. The results of the research demonstrate that the difficulties encountered in the implementation that contributed to the discontinuity of the project indicate the need to review the planning, formulation and implementation of actions for secondary education. In this sense, the Educational Action Plan (PAE) envisages actions that make it possible to minimize and alter the impacts on the implementation of projects for secondary education by the State Secretariat of Education.