Ensino médio integral no agreste de Pernambuco: um diagnóstico à luz da implementação de estratégias

Abstract

In the last decade the Government of the State of Pernambuco has deployed a public policy of restructuring of Secondary Education, creating the Program of Integral education. Although the program has contributed to the improvement of educational indicators in the State reveals strong discrepancies between the results obtained in different schools integrals, leading to responses that lead to the explanation of the causes of variability of performance. In this context, this research aims to analyze, from the perspective of the implementation strategy, by which schools in Middle School of the Agreste of Pernambuco have reached different performances in the last four ratings of the Index of Development of Education of Pernambuco (IDEPE). In order to achieve the intended goal, we used the multiple case study as a methodological strategy, addressing two schools of full time with distinct performances. Data were collected through semi-structured interviews, direct observations and institutional documents. The data analysis was done on an individual basis and crusade. The results showed that the two cases investigated have distinction in respect of the implementation of the strategies and actions needed to achieve the results that guarantee the effectiveness of the implementation of the Program of Integral education. While a case presented strategies and integrated actions to the pedagogical proposal of the comprehensive program, the other remained indifferent, leaving to draw up and implement strategies and actions in the period considered. It was possible to demonstrate that several factors have contributed to the variability of the performance of the cases analyzed. Among them, the organizational structure, having as a highlight the time teaching and the role of each segment; the organizational culture, a process of integration and adaptation of the school community and the leadership of the manager as the main factor responsible for the effective implementation of strategies and actions, stimulating the alignment between the aspects that influence on school performance. It is concluded that this study has subsidies for that school managers improve the exercise of leadership and revise their practices, allowing the exchange of successful experiences, the spread of actions and dialog about common problems, with a view to contribute to the strengthening of the policy implemented and for the improvement of the educational results.