Implementação do Ensino Médio em Tempo Integral Profissional em uma escola mineira: desafios e potencialidades

Abstract

This study analyzes the implementation of Professional Full-Time High School (EMTI Profissional) at Diversidade e Poder State School (EEDP), located in Minas Gerais, Brazil. Following national legislation that encourages Full-Time Education, Minas Gerais began implementing EMTI in 2017, expanding the number of schools each year, aiming not only at an instrumental, restricted, merely technical and instructional education, but at a humanistic, emancipatory and integral formation, according to the guiding document (Minas Gerais, 2022). EEDP began offering this modality in 2020, in its Professional modality, with technical courses in Logistics that year and Occupational Safety the following year. Since then, the school has undergone changes and adaptations to comply with current legislation. In this context, the guiding question of this research is: what are the challenges and potentialities for the implementation of Professional Full-Time High School at EEDP? The general objective is to understand how EMTI Profissional was implemented at EEDP. The specific objectives are: to describe the historical context of the public policy of EMTI Profissional; to analyze the potentialities and challenges related to its implementation at EEDP; and to propose actions to support the implementation of EMTI Profissional at EEDP. This study is justified by the fact that it addresses a recent public policy, still undergoing consolidation in the state education network of Minas Gerais. To support the discussion and analysis of the information, the study draws on the concept of the public policy cycle, by Stephen Ball, as presented by Mainardes (2006), the concept of street-level bureaucracy (Lotta, 2012), and the concepts of school management and curriculum, based on the studies of Lück (2009), Burgos and Canegal (2011), Libâneo (2007; 2013) and Young (2014). The research adopted a qualitative approach and used documentary research and semi-structured interviews with the school principal, the coordinator of EMTI Profissional and six tenured teachers who taught in EMTI Profissional in 2025 and had worked at the school for at least six years. The data showed that the implementation of EMTI Profissional at EEDP occurred amid challenges such as the imposition of the policy, low community participation, curricular weaknesses, false flexibility, precariousness of teaching work, lack of specific training, vulnerabilities in the Political-Pedagogical Project (PPP) and in collective planning, insufficient infrastructure, student fatigue and lack of interest, decrease in enrollment and an insufficiently meaningful evaluation of the policy. Potentialities were also identified, such as technical training, the expansion of prospects for entering the world of work, socialization among students, the school’s social protection role, the encouragement of youth protagonism, the existence of financial resources and equipment, the improvement of Guided Studies and the partnership with the federal university in the city. Based on these results, an Educational Action Plan was developed, organized into four axes: closer relationships with families, continuing teacher education, strengthening collective planning through the revision of the PPP, and expanding the practical dimension of technical training. It is concluded that strengthening EMTI Profissional at EEDP depends on systematic institutional actions capable of articulating management, curriculum, teacher education, community participation and the pedagogical use of the available infrastructure.