Uma década do Projeto Professor Diretor de turma no Ceará: uma investigação avaliativa das suas contribuições no enfrentamento do desengajamento escolar no Ensino Médio

Abstract

The Classroom Manager Teacher Project (CMTP) has been experienced for a decade in the State of Ceará, justified by the necessary confrontation of school disengagement, a factor of social, economic, political and cultural exclusion. The object of this evaluative investigation focuses on the dynamics of this classroom management instrument, which focuses on the permanence and engagement of high school students, with quality and integrality.This object requires investigation of educational public policies in Ceará, between 2008 and 2019, being delimited by the following guiding categories: abandonment and evasion; school engagement; access and permanence; demassified education; socially referenced integral education. Specifically, the objectives allow to reflect on educational indicators of school flow, relating the school disengagement to the problems of an exclusionary society; to understand the implementation and trajectory of the CMTP, based on the content and context analysis of educational policies implemented by the Secretariat of Education of Ceará; to circumscribe the diversity of challenges in the permanence and engagement of high school students in three types of schools: Professional Education, Full-time, and Regular; to identify, in the practices of the Classroom Manager Teachers (CMTs), signs of facing the school disengagement; in addition to understanding pedagogical and functional aspects of the CMTs in identifying the challenges and successes in the exercise of their profession. The methodology is linked in the perspective of in-depth assessment (RODRIGUES, 2008, 2011) and allows to evaluate the pedagogical and management practices of the CMTP: construction and organization of the class dossier, mapping, oriented study, assistance to parents/guardians and students, class council and the curricular component Training for Citizenship and Development of Socioemotional Skills. Qualitative analysis, in line with Social Science methods, contributes to elucidating the meanings of the CMTP, unraveling it from the perspective of different subjects: implementers, managers and beneficiaries, in other words, managers, teachers, students and families. The field of study is the state schools at the seat of the municipality of Acaraú, whose analyzes of context, content, trajectory, temporal and territorial spectrum point out divergences between the texts and contexts of the CMTP. Despite this, there is evidence that the actions developed, in an intrinsic relationship with other programs and actors, contribute effectively in the context of coping with school disengagement factors, based on the investigated reality.