Educação Profissional e Tecnológica e suas possibilidades: entre estratégias e desafios, a implantação do Ensino Médio em tempo integral profissional em Minas Gerais

Secondary Education in Brazil has been discussed since the imperial period, including the scope of Technological Professional Education, Comprehensive and Integrated Education. In recent years, the Secondary Education Reform movement began, which, despite many controversies, has been approved within National Public Policies. This research sought to analyze the strategies and challenges of implementing Full-Time Professional Secondary Education (EMTI) at a State School located in the interior of Minas Gerais; understand the trajectory of implementation in contributing to entry into this new model; and analyze teacher training for the implementation of the new High School Reference Curriculum. To develop the study, it was necessary to delve deeper into theoretical references, which permeated the concepts of Technological Professional Education, Comprehensive Education, High School, and History of High School in Brazil, High School Reform, curriculum concepts and organization of curricular architecture. The methodology used was a case study, bibliographical and field research, using instruments: observation notebook, questionnaires (Google Forms) and semi-structured interviews. Through the data analyzed, it was found that the school community and its subjects experienced several challenges, from the need for school transport for students, the organization of the timetable, the new curricular rchitecture, with Basic General Training and Training Itineraries, the adaptation of the teaching staff's functions to the different schedules of the different educational networks, the lack of training for professionals, mainly for the development of integrative activities and the components of the Training of the Technical Course in IT (5th itinerary), the communication process, interest , enrollment and retention of students in the new teaching model, until the challenge of activities began during the COVID-19 pandemic period.