Análise da implementação do Projeto de Educação Profissional Concomitante ao Ensino Médio no município de Porto Velho-RO

Abstract

This study aimed to examine the implementation of the Professional Education Project Concomitant to the High School, which is part of the Professional Education Development Policy in the State of Rondônia (RO). Such educational project has been planned for students enrolled in the second year of high school in 08 different schools, in 04 (out of 52) towns in the state. The project was planned to offer 37 courses by hiring a company specialized in technical courses in the state, starting in the second semester of 2016 and ending in 2018. The general objective of this research was to describe the Development Policy of Professional Education in Rondônia and analyze its formulation, and then to propose considerations that could make this policy of development of professional education be planned and performed as democratic as possible, and also meet the needs of the students to best prepare them. We took as a hypothesis that failures may have happened in the structuring of the educational policy, as it may have assumed an "authoritative" character, according to Condé (2012). At first, as data collection, the qualitative research used document research and open interviews with workers that have contributed to the implementation of policies for the development of professional education in the state, in order to raise evidences, due to the lack of registers in files provided by SEDUC; then, it used semi-structured interviews with the State Secretary for Education, former pedagogical manager of IDEP, and 03 school managers. The theoretical foundations that supported the analyses are made through the reflections presented by Mainardes (2006), Condé (2012), Lima and D’Ascenzi (2013), and Souza (2006), in order to contemplate and understand the formulation of a curriculum policy; Democratic and Participatory Management according to Machado (2015) and Luck (2008), and the influence of the business community in public education discussed by Frigotto (2004), The results pointed to a "chain reaction", that is, the main difficulty raises other difficulties. Thus, the absence of participation of the actors involved in the implementation of the project (students, parents, teachers and administrators) was identified as being the main problem, followed by minor difficulties such as: lack of specific guidance about the implementation of the project; out of dated demand of the offered courses; lack of presentation of the catalogue of technical courses to students/parents; lack of support to school managers during the implementation of the project; lack of monitoring of the project. From the results, an Educational Action Plan (EAP) was elaborated with simple actions but they can strengthen the project implementation actions of the Professional Education Project Concomitant to the High School, and reduce the gaps between what is planned and the way it was performed.