A atuação do coordenador escolar na implementação do Projeto Professor Diretor de Turma nas Escolas da CREDE 19

Abstract

In the search for improving indicators in education, in the 2000s, in the state of Ceará, a significant number of public policies and actions aimed at the educational sector were implemented. The Class Director Teacher Project (PPDT) emerged during this period, more precisely in 2008, with the aim of improving student performance with a view to comprehensive, individualized training in high school. Low proficiency in Portuguese and Mathematics, dropout rates and low school flow rates are some of the concerns at this level of education. It is in this context that this research aims to understand the monitoring of the school coordinator within the Class Director Teacher public policy, collecting data from the perception of Class Director Teachers and school coordinators, since the coordinator is responsible for monitoring, articulate and develop, together with the teacher, the actions developed in the PPDT in public schools in the CREDE 19 state network. Therefore, the specific objectives of this work are: (i) to analyze the work of the school coordinator based on their perception in monitoring the PPDT ; (ii) analyze the work of the Class Director Teacher based on his perception of the work of the school coordinator; (iii) understand the limitations and/or challenges of the coordinator's role in implementing this policy in CREDE 19 schools. To achieve these objectives, the methodological procedures of qualitative research are used here, with the application of structured questionnaires on the topic for Class Director Teachers and school coordinators who follow the PPDT in the schools researched. From this work it is understood that some actions need to be reviewed at the regional level, that is, at CREDE and others should be the basis of a dialogue with SEDUC. It is understood that greater regularity is needed in PPDT training on the part of school coordinators, since, according to research data, for some teachers, when these trainings occur, they do not recognize it as a formative moment, but rather the transfer of information; Furthermore, many teachers are overloaded and do not know how to deal with socio-emotional skills;Some coordinators report that some of the project's teachers (PPDT) do not have the profile for this demand and thus make their monitoring work at PPDT difficult. Despite these difficulties, teachers and coordinators agree that PPDT is a project that came to bring teacher-student closer together, in order to get to know students better and try to do mass work with students. In this sense, this research was able to contribute to the understanding of what challenges are faced by Class Director Teachers and coordinators who accompany the PPDT in implementing the project within schools, bringing data from the point of view of these agents, so that CREDE and SEDUC can rethink the challenges they listed in order to improve this public policy that is so important for the students' teaching and learning process.