Avaliação da gestão em escolas da rede estadual de ensino profissional em Fortaleza-CE e os efeitos da Lei n. 13.415 para a reforma do ensino médio

Abstract

This thesis sought to propose a theoretical-conceptual management model to be implemented in professional schools of the state public education network located in the city of Fortaleza-CE, a model developed in 4 poles, in line with the quadripolar methodological strategy proposed by Bruyne et al. (1977). In the epistemological pole, the epistemology of Karl Marx was entered from the historical-dialectical materialism and the approximations between work and education categories. In the theoretical pole, the historical and legal trajectory of educational management in Brazil was verified, paying attention to the historical context of external evaluations from the national evaluation policy. In the morphological pole, the operational model TESE was adopted, situated through the conceptual model of Jean Lave. In the technical pole, the research was descriptive, explanatory and exploratory, carried out through field research in 7 (seven) professional schools located in the city of Fortaleza-CE. Data collection consisted of two stages. The first stage covered the application of a closed questionnaire with 9 (nine) essential structures mapped with 47 indicators related to the TESE model intended for (n=54) teachers and (n=34) students from EEEPs, applied, due to the pandemic of Covid19, through an electronic form (Google forms). The second stage comprised the observation and contextualization of the variables analyzed through the application of a script with eight open statements aimed at the 10 managers of the EEEPs. The interviews were carried out using online conferences (Google meet). Data analysis, regarding its quantitative aspect, was carried out with the support of the Jamovi software. The qualitative analysis, in turn, was supported by the Atlas.ti 7 software (Computer Assisted Qualitive Data Analysis Software) to understand the discourses coming from the managers of the EEEPs. It was verified, through the data, the understanding of the essential structures present in the TESE model as elements adopted for the monitoring and follow-up of the work evidenced by the management; however, it is necessary to outline the actions based on the demands presented by schools and the school community, in an attempt to bring about improvements in the dynamics of professional schools and in the institutional organization of management and evaluation processes.