Avaliação da implementação da Política Educacional de Tempo Integral no município de Aquiraz(CE): percepção de gestores escolares e professores

Abstract

This research was carried out as part of the Professional Master's Degree in Public Policy Evaluation (MAPP) at the Federal University of Ceará. It discusses the implementation of the public policy of full-time schools in the municipality of Aquiraz (CE). The study reflects the expansion of the public policy of full-time schools, in line with target 6 of the National Education Plan (PNE) and the State Education Plan (PEE) to offer full-time education in at least 50% of educational institutions, to 25% of students. With this in mind, the object of this study is the implementation of this policy in the following primary schools: Isidoro de Sousa Assunção and João Pires Cardoso. These schools are considered pilot schools for this action. The guiding questions of the research are: how was the implementation of the full-time education policy in 2022 and 2023 perceived by school managers and teachers? This guiding question will be complemented by the following questions: What is the perception of school managers and teachers about the full-time school in the municipality of Aquiraz (CE)? To what extent does the implementation of full-time schools in the municipality of Aquiraz favor the learning of students in the network? The general objective of the study is to evaluate the implementation of the Full-Time Education Policy in the perception of managers and teachers in the municipal network of Aquiraz (CE).The specific objectives are: a) to investigate the perception of school managers and teachers about the implementation of the full-time education policy in the municipality of Aquiraz; b) to verify the perception of school managers and teachers about the full-time school in the municipality of Aquiraz (CE); c) to evaluate whether the implementation of full-time schools in the municipality of Aquiraz favors the learning of students in the municipal school system. The research's methodological approach is predominantly qualitative. Data was collected using document analysis and semi-structured interviews with administrative and pedagogical managers and teachers. After analyzing all the material, it was possible to conclude that the implementation of full-time schools in Aquiraz went through several challenges, ranging from the lack of adequate structure to parents' disbelief. However, today, two years after the start of this implementation process, it can be said that the work has seen greater integration between those involved in the process, as well as a greater understanding of the dynamics of implementing the policy, in addition to more significant results in student learning and participation.