Apprentice at SchoolState Learning Program

PUBLIC SCHOOL NETWORK OF CEARÁ STATE (1st, 2nd and 3rd GRADES OF SECONDARY EDUCATION)

OFFER OF DIFFERENTIATED EDUCATION 711 SCHOOLS IN THE STATE

- VOCATIONAL SCHOOLS- FULL-TIME SCHOOLS- REGULAR SCHOOLS- INDIGENOUS, QUILOMBOLA, RURAL SCHOOLS- CEJAS- SCHOOLS WITH A CENTER FOR SOCIAL WORK,

RESEARCH AND PRACTICES (NTTPS)

High School Curriculum Prototypes - UNESCO

Construction of the High School Curricular Reorganization Proposal

O The idea came after the publication of the new NationalCurricular Guidelines for High School (Publication CNE/CEB nº02/2012);

O Inspired by the Curriculum Prototypes produced by theUNESCO Country Office in Brazil;

O Elaborated in partnership with Aliança Institute and based onthe methodology used in the Digital Com.Domínio Project.

Construction of the High School Curricular Reorganization Proposal

SEDUC

UNESCO

Protótipos Curriculares para o Ensino Médio

Instituto Aliança

Metodologia do Com.Domínio Digital

Nucleus of Work, Research and Social Practices

CURRICULAR REORGANIZATION

CENTER FOR SOCIAL WORK, RESEARCH AND PRACTICES - NTPPS

In 2012, this proposal is presented as an integrative

curricular component and as an inducer of new practices

designed to promote curricular integration.

Nucleus of Work, Research and Social Practices (NTPPS)

Personal and Social

Development (DPS) with a focus on Autonomy and

Student Protagonism

Program Scope

Regular Secondary School in Part –

Time

Secondary Schools in Full Time

95 71

PREMISE OF THE NTPPS

With the aim of facing the challenge of ensuringappropriate conditions for young people to completesecondary education with the necessary skills, the StateEducation Secretariat (SEDUC) launched an effort toachieve the following objectives:

• developing socio-emotional skills;• youth protagonism;• interdisciplinarity; • building intervention projects using research as an educational principle;

and• inclusion of young people in the labor world.

It is based as an alternative to the traditional learning model, leading the young person to enjoy knowing and learning. It is characterized as stimulus to think, to reflect, to interpret, to build knowledge.

It develops personal, social, productive and cognitive skills: responsibility, collaboration, communication, creativity, self-control, critical thinking, problem solving, openness to the new, and others.

It works with research as a privileged means of consolidating knowledge, enabling a critical relationship with reality, from the collection of data and information and the reconstructive questioning of this reality and the consequent search for transformation.

Pedagogical Proposal of NTPPS

Objectives of NTPPS

To provoke a change in the teaching-learning processesin schools, from the creation of a curricular componentthat promotes the development of socio-emotionalcompetences, uses research as a pedagogical tool andstimulates the development of life and career projects.

Your classes are focused on:

• give meaning to school knowledge through contextualization;

• avoid the compartmentalization of knowledge through interdisciplinarity; and

• encourage the reasoning and the ability to learn through experiences, discussion, problem solving and research.

Fundamentals of NTPPS

Thus, the principles that inspire the formative itinerary of its programs were proposed to meet what the law demands regarding:

• Strengthening of ties of solidarity and mutual tolerance;• Formation of values; • Enhacing of the human person; • Ethical training; • Exercise of citizenship;• Training for the world or Work; and• The emancipation, in the perspective of the formation of the

subject, able to define itself and occupy its own space.

CENTER FOR SOCIAL WORK, RESEARCH AND PRACTICES - NTPPS

1st year 2nd year 3rd year

SCHOOL AND FAMILY COMMUNITY WORK AND SOCIETY

Life Project I: Personal Life Project II: solidarity andtranscendence

Life Project III: Academic and productive career

Project and Research Project and Research Project and Research

Personal identity Social identity Professional identity

Family and Integration Citizenship Entrepreneurship

Ethics at home and at school Ethics in Society Ethics in the Workplace

Health: Risk factors andprotection; valuing life Social participation Communication in the labor

world

Communication Environment andSustainability Apprentice at School

DIVISION OF CONTENTS

NATIONAL COMMONBASE

CURRICULAR REORGANIZATION

HUMAN SCIENCESSCIENCES OF NATURE

MATHLANGUAGES

PERSONAL AND SOCIAL DEVELOPMENT - DPS

CITIZENSHIP RIGHTS AND OBLIGATIONS- FC

INFORMATION TECHNOLOGY - ICT

ANNUAL WORKLOAD: 1,200H/Y

DIVISION OF CLASSES

1stA 1stB 1stC 1stD 2ndA 2ndB 2ndC 2ndD 3rdA 3rdB

1ª/2ª DPS DPS CHE GEO DPS PORT BIO MAT/PHY PORT PHIL/SOC

3ª/4ª BIO PORT GEO MAT PORT GEO FIS FC / MAT DPS CHE

5ª/6ª MAT BIO PORT DPS FC/SOC PHY GEO DPS SOC/PHI MAT

MONDAY

1stA 1stB 1stC 1stD 2ndA 2ndB 2ndC 2ndD 3rdA 3rdB

1ª/2ª MAT ENG/SPA PORT ENG/PORT PORT PHY/DPS PORT/SPA GEO MAT HIS

3ª/4ª BIO GEO DPS BIO GEO FC/ESP GEO PORT SPA/HIS MAT

5ª/6ª MAT SOC/PORT BIO FIS PORT PHY/DPS PORT QUI HIS/PORT SPA/DPS

TUESDAY

WEDNESDAY1stA 1stB 1stC 1stD 2ndA 2ndB 2ndC 2ndD 3rdA 3rdB

1ª/2ª PHY MAT MAT/PHY DPS SOC/FIL PORT MAT ENG/SOC ART/ENG PHY3ª/4ª ENG/ FC QUI SOCMAT HIS ENG/MAT MAT EF/FIL PORT DPS POT5ª/6ª MAT PHY PHY/MAT MAT EF/MAT ENG/SOC SOC/ENG PHIL/TIC MAT DPS

LEARNING MATERIAL

LESSON PLANS PER BIMESTER

OBJECTIVE OF THE APPRENTICE AT SCHOOL PROGRAM

Creating opportunities for young people at the NTPPS of schools that are taking part in the Curricular Reorganization for Secondary Education to attend technical-vocational training courses and enter the labor market as qualified professionals through the Learning Law.

WHO CAN PARTICIPATE IN THE PROGRAM

- Young people over 14 and under 24 years old- No age limit for people with disabilities - Attending the 3rd grade of secondary education (NTPPS)

WORKING HOURS (PRACTICE)- Out of school hours- At the hiring company: 20h/week (4 h/day, 5 times a

week)

COURSE WORKLOAD (THEORY)- Basic: 5h/week - During regular school hours (NTPPS) - Specific: 4h/week - Out of school hours

WEEKLY WORKLOAD OF THE APPRENTICE AT SCHOOL PROGRAM: 29 hours

FLOWCHART OF THE APPRENTICE AT SCHOOL PROGRAM

COMPANY

5H/A AT SCHOOL

20H COMPANY

4H/A COURSE

SEVERAL COMPANIES:- SHOPS - HOTELS- SUPERMARKETS- DISTRIBUITORS- COMMERCE- COMPANIES- SHOPPING MALLS

COURSE CBO WORKLOAD

SHOP AND RETAIL OPERATORCourse registration number: 33017

421125 - Cash register operator; 521125 - Restocker; 521110 - Salesperson;521110 - Attendant;784,105 - Packer.

1,280 hours 400h Theory

(200h Basic NTPPS + 200h Specific Course)

880h Practice at the companyADMINISTRATIVE SERVICESCourse registration number: 33018

411005 - Office Assistant; Procurement assistant; Stock assistant;411010 - Administrative Assistant 411030 - Personnel Assistant 414105 - Warehouse Assistant; 422105 - Receptionist; Secretary.

COURSES OFFERED

COURSE HANDOUTS

RETAIL STORE OPERATOR ADMINISTRATIVE SERVICES

VAREJO

FORMAÇÃO ESPECÍFICA

ESPECÍFICA DETALHAMENTO CARGA HORÁRIA

Entendendo o Varejo

Conceito de Mercado: Fornecedor, Concorrente e Consumidor

6Conceito de Comércio Varejista e Atacadista e suas especificidades

Inclusão Digital para o Varejo

Introdução a processamento de dados 4

Digitação 2

Processador de Textos 10

Mala Direta 2

Planilhas Eletrônicas 16

SEV - Sistema Educacional do Varejo 16

Pessoa Física e Pessoa Jurídica, Setores da

Economia; Setores da Sociedade

Pessoa Física e Pessoa Jurídicas –Características e diferenças

6

Setores da Sociedade:Primeiro Setor - interesse público: governo e seus órgãos administrativos e operacionais.Segundo Setor - interesse privado: empresas que fomentam a economia com fins de lucratividade.Terceiro Setor - privado com benefício público -organizações sem fins lucrativos.

Setores da Economia – Primário, Secundário e Terciário - conceitos

SERVIÇOS ADMINISTRATIVOS

Formação Específica

TEMA DETALHAMENTO CARGA HORÁRIA

Introdução aos processos administrativos

Evolução das teorias administrativas

12

Princípios administrativos: planejamento, organização, controleCaracterização da empresaOs setores e suas funções, finanças, comercial, material e patrimônio, recursos humanos, arquivo e protocolo

Inclusão Digital para as práticas administrativas

Introdução a processamento de dados 4

Digitação 2Processador de Textos 10Ferramentas online de comunicação 10

Apresentação de Slides 4Planilhas Eletrônicas 16Computação em nuvem -Armazenamento e Organização 4

RETAIL

SPECIFIC TRAINING

SPECIFIC COURSE DETAILS WORKLOAD

Understanding Retail

The Market Concept: Suppliers, Competitors and Consumers

6Concepts of Retail and Wholesale and their Specificities

Digital Inclusion for Retail

Introduction to data processing 4

Typing 2

Word Processor 10

Direct Mail 2

Spreadsheets 16

SEV - Retail Education System 16

Natural and Legal Persons, Economic Sectors; Sectors of

Society

Natural and Legal Persons -Characteristics and Differences

6

Sectors of Society:First Sector - public interest: government and its administrative and operational agencies.Second sector - private interest: companies that stimulate the economy for profit purposes.Third Sector - private with public benefit - non-profit organizations.

Industry sectors - Primary, Secondary and Tertiary - concepts

ADMINISTRATIVE SERVICES

Specific training

DETAILS WORKLOAD

Evolution of administrative theories

12

Administrative principles: planning, organization, control

Company characterizationThe departments and their functions, finance, commercial, material and assets, human resources, filing systemIntroduction to data processing 4

Typing 2

Word Processor 10

Online communication tools 10

Slide show 4

Spreadsheets 16

Cloud Computing - Storage and Organization 4

COMPUTERIZED MONITORING SYSTEM

PEDAGOGIC CONTENTS

EVALUATIONS

STUDENTS ENROLLED PER SCHOOL

ATTENDANCE LIST TEMPLATE - COURSE

H O R ÁR IO : 1 8 :1 0 ÀS 2 0 :1 0 A N O 2 0 1 6 M Ê S D E Z E M B R O

F R E Q UÊ NC IA P R O F E S S O R : JO S É A U D E R L Y D I A SE S C O L A D E E N S I N O M É D I O C L O D O A L D O P I N T O C R E D E - 0 1 M A R A C A N A Ú -C E

Nº NO ME AL UNO 5 /d ez 7 /d ez 1 2 /d ez 1 4 /d ez 1 9 /d ez 2 1 /d ez

1 AL AIL S ON AL E NC AR

2 AMAND A L OPE S D A S IL VA

3 ANA VANE S S A AL VE S R OS A

4 ANA VIC TOR IA D A S IL VA C AR VAL H O

5 ANTÔNIO R UAN D A S IVA OL IVE IR A

6 B R E NA K E TL E N D O NAS C IME NTO C AR NE IR O

7 B R UNO D A G UIA F R E ITAS

8 C L AIR TON D E S OUS A R OD R IG UE S

9 D E B OR A ME L O D E S OUZ A

1 0 D INAH B R AG A JANUÁR IO

1 1 E MIL Y AL VE S D A S IL VA

1 2 F R ANC IE L Y D E OL IVE IR A S IPR IANO

1 3 F R ANC IS C O G AB R IE L D E OL IVE IR A S IL VA

1 4 G E IC YE L L E D E S OUS A F L OR Ê NC IO

1 5 JÉ S S IC A G IOVANNA NAS C IME NTO

Tota l F a ltas

ATTENDANCE LIST TEMPLATE FOR THE REGULAR SCHOOL SYSTEM

LEARNING CONTRACT TEMPLATE

LEARNING CONTRACT TEMPLATE

CERTIFICATION

TIMELINE

APPRENTICE AT SCHOOL

2012 / 2013 / 2014 1st CYCLE

2013 / 2014 / 2015 2nd CYCLE

2014 / 2015 / 2016 3rd CYCLE

2015 / 2016 / 2017 4th CYCLE

5 Municipalities12 schools(Pilot)27 classes1071 young people registered initially782 young people enrolled in the Apprentice at School program27 teachers trained in the methodology

434 young people hired as apprentices

RESULTS 2014

16 Municipalities24 schools46 classes1504 young people registered initially919 young people enrolled in the Apprentice at School

program33 teachers trained in the methodology

214 young people hired as apprentices

RESULTS 2015

10 municipalities15 schools16 classes494 young people enrolled in the Apprentice at School

program16 teachers trained in the methodology

293 young people hired as apprentices

RESULTS2016

GRADUATION OF THE 2016 CLASS

VISITORS FROM CARIBBEAN AND LATIN AMERICAN COUNTRIES

THANK YOU!!!sara.maria@seduc.ce.gov.br