O ensino da educação profissional integrada ao ensino médio no estado do Ceará e o desempenho da aprendizagem na EEEP Adriano Nobre: perspectivas e desafios

Abstract

This text presents the results of research carried out in the field of evaluation of public policies, specifically educational policies. The contribution of teaching applied in the vocational education policy integrated to secondary education in the state of Ceará is explained in terms of the result of student learning performance in external assessments, such as the Enem, nationwide, enabling young people to enter university. Initially, a documental research was carried out on the guiding documents that govern the teaching carried out in these institutions for a study on the proposal implemented in the state schools of vocational education in Ceará. Based on these actions, we applied questionnaires aimed at the management, professors and students of EEEP Adriano Nobre. The idea was to understand how this new type of secondary education has helped young graduates regarding the success achieved in external evaluations. The documents reveal a proposal for preparation for work and humanized training as basic principles in carrying out the teaching offer at the EEEPs in Ceará. We highlight how the new concepts are integrated in this teaching and learning process and we focus on the redefinition of professional education, which has been reorganized from the productive restructuring process. Therefore, we seek to understand this training model applied in these schools from the historical trajectory of professional education in our country. The reorganization of the curriculum in these schools and the pedagogical/didactic modifications of the current Policy of Professional Education Integrated to High School in the state of Ceará is investigated by the perception of the subjects covered by it in the context of EEEP Adriano Nobre. In this research, we work specifically in a school in the interior of Ceará, in the municipality of Itapagé, which has, over the past ten years, achieved prominence in external evaluations. In this process, the organization of teaching was observed through its pedagogical political project, action plan, planning and execution of classes, in addition to actions carried out in accordance with the guiding guidelines that guide this policy currently in the country and, in particular, in the Ceará, and which has been achieving significant results, such as growth in performance in the evaluations of Spaece and SAEB and the growth in the number of young graduates at university.