A política de ensino médio em tempo integral: implementação em uma escola de Minas Gerais

Abstract

This dissertation was developed within the scope of the Professional Master's Program in Management and Evaluation of Public Education (PPGP) at the Center for Public Policy and Education Evaluation of the Federal University of Juiz de Fora (Caed/UFJF), focusing on the implementation of the Full-Time High School Education Policy (EMTI) in a public school in Minas Gerais. The research investigates the impacts and challenges faced during the implementation of EMTI at Escola Estadual José Augusto Ferreira (EEJAF), particularly concerning the decline in enrollment and the increase in student transfers. The guiding research question was: What are the impacts and difficulties in implementing the EMTI policy at EEJAF? The general objective was to examine the effects and main challenges of implementing EMTI in this school. Specific objectives included describing the context of the policy's implementation at both the state and school levels, analyzing how this policy affected the school's pedagogical practices and educational agents, and proposing an Educational Action Plan (PAE) as a strategy to mitigate the identified impacts. A qualitative approach was adopted, using a case study methodology primarily based on document analysis. Data were collected from reports known as EAF (Formative Monitoring Meeting by the Instituto de Corresponsabilidade pela Educação – ICE) and Formative Monitoring Cycle (CAF) from the Regional Superintendency of Education (SRE). The author also drew on her own experience as a teacher and vice-principal of the school, directly involved in the implementation of the program. The reports involved the participation of EEJAF staff and students engaged with the policy between 2017 and 2024. The findings revealed issues such as community resistance to the policy, infrastructure inadequacies, teacher turnover, lack of training for the formative itineraries, and shortcomings in the curriculum structure proposed by ICE. The study culminated in the development of an Educational Action Plan (PAE) aimed at addressing the main problems identified. Proposed actions within the PAE include community awareness and engagement strategies.