Os êxitos e desafios de implementação do projeto professor diretor de turma na Escola Estadual de Educação Profissional Lagoa das Almecegas

Abstract

The present dissertation aims to analyze the implementation process of the Class Director Teacher Project (PPDT) at the State School of Professional Education Lagoa das Almecegas, in the municipality of Paraipaba, CE. Its development takes place in the area of the Professional Master's Degree in Education Management and Evaluation (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The PPDT, has been experienced in public high schools in Ceará since 2008 and is presented in official documents published by the Secretariat of Basic Education of the State of Ceará, as an action committed to the constitution of a school that educates reason and emotion and thus become capable of dealing with problems understood as determinants of school failure, such as infrequency, repetition and evasion. The management case is used as a research methodology, and in this context of approximation that the method provides, it seeks to investigate and highlight what were the successes and challenges encountered by the researched school, through its teachers, managers, students and families in the implementation process of the PPDT in the period from 2010 to 2023. For this study, the analysis of official documents guiding the project and instruments used by professionals and students of the institution were used. The investigation has as theoretical support the studies Janosz (1998), Zenhas (2004), Pereira (2008), Cunha e Costa (2009), Leite (2010), Condé (2013), Burgos (2014), Dias (2015), Costa (2016), and Buci, (2017) among others. For this work, documentary research, bibliographical research, interviews and questionnaires are also used. At the end of this work and based on the research findings, an educational action plan is presented with the purpose of contributing to the consolidation and improvement of the PPDT as a public policy in education.