Educação profissional e qualidade educacional: desafios e possibilidades de estratégias de gestão e de ensino no Ceará

Abstract

This dissertation was developed within the scope of the Professional Master's in Education Management and Evaluation (PPGP) from the Center for Public Policies and Education Evaluation at the Federal University of Juiz de Fora (CAEd / UFJF). This work is characterized by being a management case that aims to investigate how the actions taken by a management team contributed to the increase in proficiency rates in a Professional Education school. The research hypothesis is that the improvement evidenced in the results presented by the school in external evaluations, is linked to the actions of the management team. Thus, a detailed identification of the process of implementing management and teaching strategies, if it points out weaknesses, would strengthen the prospects for defining management strategies. Based on this assumption, this research with a qualitative approach aims to answer the following central question: how did the process of choosing and defining the management strategies adopted in the investigated school occur, considering the movement that took place there and that impacted the improvement of its educational indexes? We set as a general objective to understand how the management actions influenced the improvement of results, considering the pedagogical practices developed by the teachers. The specific objectives were: i) to identify evidence of the management case through the investigation of innovative practices present at the State School of Professional Education Gama, mapping the influence of management in the process strengthening and consequent institutionalization of the methodologies developed; ii) analyze which management practices of EEEP Gama may have contributed to improving educational quality based on data obtained through a structured interview with the school manager, with the coordinators, with the teachers and a collective interview with the students ; iii) propose an action plan for management, based on the evidence of the management case and the analyzes carried out in the third chapter. With the analysis of the data, we found some weaknesses regarding management and teaching practices, which pointed to the need to think about strategies to expand collaborative and shared management, through pedagogical practices built collectively by teachers and students, as well as the harmonious coexistence of management for results with democratic management. In this sense, we proposed an Educational Action Plan that has as its guiding principle the collaborative management, expanding the spaces of dialogue in the investigated school for the critical reflection of public policies.