Avaliação da política pública educacional desenvolvida no Ensino Médio integrado à educação profissional no Ceará

Abstract

This work evaluates the educational policy of professional education developed in the public school system of the state of Ceará since 2008. The study aims to elucidate the governmental intentions for the managers of this public policy, which aims to alleviate the socioeconomic adversities that plague the youth of Ceará through integral education. Utilizing the In-Depth Evaluation paradigm, qualitative-quantitative research was conducted with the participation of social actors, mainly students of the 3rd grade of high school integrated with professional education, graduates in 2023, from the State Schools of Professional Education (EEEP) of the 1st Regional Coordination of Education Development, based in Maracanaú-CE, linked to the State Department of Education of Ceará. The research also includes perceptions from teachers of the Common Core and Technical Area, as well as school managers and coordinators of these educational institutions. To carry out this study, a comprehensive literature review was undertaken, covering the historical context and the theoretical-conceptual foundation based on preexisting studies on education. The documentary research included the Federal Constitution, the Law of Guidelines and Bases of Basic Education, the National Education Plan, the National Curriculum Guidelines, in addition to other federal and state laws, decrees, and resolutions. In the bibliographic research, the studies of Amaral (2021), Gussi and Oliveira (2016), Ramos (2017), Rodrigues (2008; 2011), Saviani (2008; 2011), Manfredi (2017), and Manacorda (2007), among others, stand out. In the analysis of the results, the evaluation was conducted through the triangulation of methods, using data collected through closed and open-ended questionnaires, submitted to content analysis. The majority of the school community considers that this type of education has provided integral education, mainly reflected in the preparation for the job market and higher education, confronting the separation between manual and intellectual labor imposed by the duality of class struggle fostered by capitalism. However, it is suggested that there be better development of socio- emotional aspects to mitigate the impacts on students' mental health, mainly caused by the high standards of the EEEP project. Additionally, there is a need to promote affirmative public policies related to quotas for black students and the development of youth protagonism among students with disabilities.