Políticas para melhoria da educação pública : o projeto de escola estadual de educação profissional de tempo integral na 3ª. Coordenadoria Regional de Desenvolvimento da Educação
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2013
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Este trabalho, inserido na linha de pesquisa sobre políticas educacionais se reveste do
propósito de levantar reflexões sobre a implantação da educação profissional integrada ao
ensino médio, colocando no centro das investigações a qualidade na oferta dessa nova
modalidade de ensino no estado do Ceará. Assim, a dissertação que toma vulto e corpo nas
páginas a seguir pretende apresentar o resultado de uma pesquisa focada em duas escolas
estaduais de educação profissionais jurisdicionadas pela 3ª Coordenadoria Regional de
Desenvolvimento da Educação – 3ª CREDE. Escudado pelo parecer 5154/2004 e, à sombra
do Programa Brasil Profissionalizado e da LDB nº 9394/96, o estado do Ceará dá início à
criação e expansão das escolas estaduais de educação profissional em 2008. O trabalho que
ora expomos concentra um referencial teórico que principia com uma meteórica exposição
sobre a história da educação profissional de nível médio no Brasil e mais recentemente o
novo modelo apresentado pelo estado do Ceará. Essa pesquisa busca abordar o modelo de
gestão, a organização pedagógica, a incorporação do tempo integral, as possíveis inovações
da oferta de ensino médio integrado a educação profissional, o projeto diretor de turma
como possibilidades de uma educação pública não mais assistencialista, mas focada na
qualidade e no respeito ao jovem estudante cearense que, na condição de cidadão, tem
direito a uma educação que supere o dualismo tão presente em nossa história educacional.
Partindo do pressuposto de que as políticas e processos educacionais não são ilhadas do
contexto social, político e econômico, gestamos quatro hipóteses que impulsionam todo o
desenvolvimento dessa pesquisa. O objetivo foi de elucidar as condições necessárias
presentes ou em construção para o sucesso dessa política educacional enquanto ensino
público de qualidade a fim de que se tenha lucidez no caminho desenhado. Nesse percurso
investigativo alguns documentos deram apoio e foram bússolas nessa caminhada, entre os
quais documentos escritos pela Secretaria da Educação do Ceará, leis e decretos emitidos
pelo MEC, leitura de pesquisadores sobre o assunto, além da aplicação de questionários
que envolveram alunos e professores das escolas investigadas e entrevista com diretores e
coordenadores também dessas escolas. O que resulta de todo esse processo vem
explicitado em forma de capítulos e revela que há muito que se avançar, uma vez que
podemos considerar essa política ainda embrionária em todo o estado, mas que sinaliza
para possibilidades de melhorias dessa política, desde que seja cultivada a prática da
sustentabilidade, do investimento em educação e da permanente avaliação e inovação nos
cursos ofertados. Outro aspecto que emerge e é aqui registrado, é que não é possível a
manutenção das fragilidades ainda presentes que podem ser superadas se realmente é
propósito do poder público avançar para novos tempos na educação pública no estado do
Ceará
The work, in the line of research on educational policies aims at raising reflexions regarding implementation of integrated professional education in High School, placing, at the core of the study the quality of provision of the referred to new mode of education in the State of Ceará. Thus, this dissertation takes its shape and body through the presentation of results of survey carried out at two state schools of integrated professional education under the jurisdiction of the 3ª Coordenadoria Regional de Desenvolvimento da Edicação – 3ª CREDE (3rd. Regional Coordination for Education Development – 3rd. RCED). Shielded by Opinion nº 5154/2004 and in the shadow of the Programa Brasil Profissionalizado (Profissionalized Brazil) and of the LDB nº 9394/96 (Law of Directives and Bases of National Education), the State of Ceará inaugurated and expanded State schools for vocational education as from 2008. The work presented herein focuses on a theoretic referential initiated with a rapid exposition on mid-level professional education in Brazil and more recently on the new model presented by the State of Ceará. This research seeks to address the management model, teaching organization, incorporation of full-time to, possible innovations in supply of integrated highs school vocational education, the Head of Class project as education possibilities no longer assisted by welfare, but concentrated on the quality and respect for the young student of the State of Ceará whom, as a citizen, is entitled to an education that overcomes so constantly present in our educational history. Assuming that both educational policies and processes are not detached from a social, political and economic contexts, we conceive four possibilities that drive the entire development of the present research. The aim was to explain the necessary present conditions or in construction for the success of this educational policy as quality public education so as to be clearly conscious of the designed route. In this research itinerary some documents provided support and guidance to undertake this journey, among which are some documents written by the Secretaria da Educação do Ceará ((State Secretary for Education of Ceará), laws and decrees issued by the MEC (Ministry of Education and Culture), reading researchers on the subject, including questionnaires involving students and teachers of the surveyed schools and interviews with Headmasters and Coordinators of the mentioned schools. The result of this process is explained in the form of chapters and reveals that the road ahead is still long, since we consider this policy still embryonic at the present stage throughout the State but that it points towards possibilities for improvement of the abovementioned policies provided sustainability practices be undertaken, investment in education and a long-lasting evaluation and innovation in the courses offered. One other aspect that arises and we register in this study is that it is not possible to maintain existent frailties which can be overcome if the real purpose of State Government is to enter into a new era in public education in the State of Ceará.
The work, in the line of research on educational policies aims at raising reflexions regarding implementation of integrated professional education in High School, placing, at the core of the study the quality of provision of the referred to new mode of education in the State of Ceará. Thus, this dissertation takes its shape and body through the presentation of results of survey carried out at two state schools of integrated professional education under the jurisdiction of the 3ª Coordenadoria Regional de Desenvolvimento da Edicação – 3ª CREDE (3rd. Regional Coordination for Education Development – 3rd. RCED). Shielded by Opinion nº 5154/2004 and in the shadow of the Programa Brasil Profissionalizado (Profissionalized Brazil) and of the LDB nº 9394/96 (Law of Directives and Bases of National Education), the State of Ceará inaugurated and expanded State schools for vocational education as from 2008. The work presented herein focuses on a theoretic referential initiated with a rapid exposition on mid-level professional education in Brazil and more recently on the new model presented by the State of Ceará. This research seeks to address the management model, teaching organization, incorporation of full-time to, possible innovations in supply of integrated highs school vocational education, the Head of Class project as education possibilities no longer assisted by welfare, but concentrated on the quality and respect for the young student of the State of Ceará whom, as a citizen, is entitled to an education that overcomes so constantly present in our educational history. Assuming that both educational policies and processes are not detached from a social, political and economic contexts, we conceive four possibilities that drive the entire development of the present research. The aim was to explain the necessary present conditions or in construction for the success of this educational policy as quality public education so as to be clearly conscious of the designed route. In this research itinerary some documents provided support and guidance to undertake this journey, among which are some documents written by the Secretaria da Educação do Ceará ((State Secretary for Education of Ceará), laws and decrees issued by the MEC (Ministry of Education and Culture), reading researchers on the subject, including questionnaires involving students and teachers of the surveyed schools and interviews with Headmasters and Coordinators of the mentioned schools. The result of this process is explained in the form of chapters and reveals that the road ahead is still long, since we consider this policy still embryonic at the present stage throughout the State but that it points towards possibilities for improvement of the abovementioned policies provided sustainability practices be undertaken, investment in education and a long-lasting evaluation and innovation in the courses offered. One other aspect that arises and we register in this study is that it is not possible to maintain existent frailties which can be overcome if the real purpose of State Government is to enter into a new era in public education in the State of Ceará.
Descrição
Orientação: Emanuel Sabino ; co-orientação: Ana Benavente
Palavras-chave
EDUCAÇÃO, ENSINO PROFISSIONAL, POLÍTICA EDUCATIVA, BRASIL, EDUCATION, PROFESSIONAL EDUCATION, EDUCATIONAL POLICY, BRAZIL, CEARÁ, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO