A percepção dos gestores sobre o Programa Ensino Integral (PEI): inovação ou reinvenção?
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Data
2021-02-19
Autores
Ulloffo, Renan Moreira
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O trabalho em tela foi desenvolvido no âmbito do Grupo de Pesquisa Formação de Professores e Práticas de Ensino na Educação Básica e Superior (FPPEEBS), da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP). Vincula-se a uma pesquisa maior intitulada Rede de Pesquisa e Formação sobre Educação Integral: experiências, movimentos, inovação e desafios contemporâneos (RINALDI, 2016). Teve como principal objetivo analisar a configuração e as possíveis inovações do Programa Ensino Integral (PEI) a partir da ótica dos gestores, tomando o caso particular das escolas estaduais do município de Presidente Prudente, SP. O delineamento metodológico da investigação se pautou na abordagem qualitativa, por meio da pesquisa bibliográfica e documental; e da pesquisa de campo, desenvolvida em três (3) escolas que fazem parte do Programa Ensino Integral (PEI) do estado de São Paulo e com a participação de oito (8) profissionais da educação que atuam na equipe de gestão escolar, a saber: diretor, vice-diretor e professor coordenador geral. Os principais instrumentos de coleta de dados na pesquisa de campo foram o questionário e a entrevista semiestruturada. O procedimento de análise dos dados se pautou na perspectiva descritivo-interpretativa. Como resultado, verificamos que o programa trouxe muitas mudanças durante seu desenvolvimento, tais como: mudanças físicas, significações e ressignificações na aprendizagem dos alunos, comprometimento e compromisso dos profissionais, parceria com a família e comunidade, a disciplina discente, entre outras de igual relevância educacional. Identificamos algumas inovações no PEI, no que se refere: a estrutura da escola com a inserção de tecnologias, laboratórios, entre outros recursos materiais, currículo interdisciplinar, a formação dos profissionais no que tange à docência, regime de dedicação em uma mesma escola Regime de Dedicação Plena Integral (RDPI), protagonismo nas ações dos alunos, comprometimento relacional, entre outras inovações de tamanha importância. Entretanto, como todo sistema educacional que depende de sistemas e políticas educacionais, apresentou também algumas fragilidades, como: falta de recursos humanos e financeiros, falta de manutenção, falta de verba pública, sobrecarga de trabalho docente, entre outros. Por fim, em linhas gerais, a partir da percepção que os gestores têm do programa, foi possível verificar que o PEI trouxe uma melhoria na educação dos alunos, por exemplo, com o elevado índice de desempenho do Índice de Desenvolvimento da Educação do Estado de São Paulo (IDESP), os avanços em infraestrutura e valorização do trabalho da equipe pedagógica (professores e profissionais da educação), todavia é necessário o constante estudo sobre o objeto, ou seja, um olhar direcionado às fragilidades – que já se tornam expressivos pela fala dos participantes da pesquisa – evitando que um programa com grande impacto educacional como esse perca seu principal objetivo que é o de educar e formar um jovem autônomo, solidário e competente.
The work on screen was developed within the scope of the Research Group Teacher Training and Teaching Practices in Basic and Higher Education (FPPEEBS), from the Faculty of Science and Technology of the State University of São Paulo “Júlio de Mesquita Filho” (UNESP). It is linked to a larger research entitled Research and training network on integral education: experiences, movements, innovation and contemporary challenges (RINALDI, 2016). Its main objective was to analyze the configuration and possible innovations of the Integral Education Program (PEI) from the perspective of managers, taking the particular case of state schools in the city of Presidente Prudente, SP. The methodological design of the investigation was based on the qualitative approach, through bibliographic and documentary research; and field research, developed in three (3) schools that are part of the Integral Education Program (PEI) in the state of São Paulo and with the participation of eight (8) education professionals who work in the school management team, namely: director, deputy director and general coordinating professor. The main instruments of data collection in the field research were the questionnaire and the semi-structured interview. The data analysis procedure was based on the descriptive-interpretative perspective. As a result, we found that the program brought many changes during its development, such as: physical changes, meanings and resignifications in student learning, commitment and commitment of professionals, partnership with family and community, student discipline, among others of equal relevance educational. We identified some innovations in the PEI, such as: the school structure with the insertion of technologies, laboratories, among other material resources, interdisciplinary curriculum, the training of professionals with regard to teaching, dedication regime in the same school (RDPI), protagonism in the students' actions, relational commitment, among other innovations of such importance. However, like any educational system that depends on educational systems and policies, it also presented some weaknesses, such as: lack of human and financial resources, lack of maintenance, lack of public funds, overload of teaching work, among others. Finally, in general, from the perception that managers have of the program, it was possible to verify that the PEI brought an improvement in the education of students, for example, with the high performance index of IDESP, the advances in infrastructure and appreciation of the work of the pedagogical team (teachers and education professionals), however, it is necessary to constantly study the object, that is, a look directed at the weaknesses - which are already becoming expressive by the speech of the research participants - preventing a program with great educational impact like this miss its main objective which is to educate and train an autonomous, supportive and competent young person.
The work on screen was developed within the scope of the Research Group Teacher Training and Teaching Practices in Basic and Higher Education (FPPEEBS), from the Faculty of Science and Technology of the State University of São Paulo “Júlio de Mesquita Filho” (UNESP). It is linked to a larger research entitled Research and training network on integral education: experiences, movements, innovation and contemporary challenges (RINALDI, 2016). Its main objective was to analyze the configuration and possible innovations of the Integral Education Program (PEI) from the perspective of managers, taking the particular case of state schools in the city of Presidente Prudente, SP. The methodological design of the investigation was based on the qualitative approach, through bibliographic and documentary research; and field research, developed in three (3) schools that are part of the Integral Education Program (PEI) in the state of São Paulo and with the participation of eight (8) education professionals who work in the school management team, namely: director, deputy director and general coordinating professor. The main instruments of data collection in the field research were the questionnaire and the semi-structured interview. The data analysis procedure was based on the descriptive-interpretative perspective. As a result, we found that the program brought many changes during its development, such as: physical changes, meanings and resignifications in student learning, commitment and commitment of professionals, partnership with family and community, student discipline, among others of equal relevance educational. We identified some innovations in the PEI, such as: the school structure with the insertion of technologies, laboratories, among other material resources, interdisciplinary curriculum, the training of professionals with regard to teaching, dedication regime in the same school (RDPI), protagonism in the students' actions, relational commitment, among other innovations of such importance. However, like any educational system that depends on educational systems and policies, it also presented some weaknesses, such as: lack of human and financial resources, lack of maintenance, lack of public funds, overload of teaching work, among others. Finally, in general, from the perception that managers have of the program, it was possible to verify that the PEI brought an improvement in the education of students, for example, with the high performance index of IDESP, the advances in infrastructure and appreciation of the work of the pedagogical team (teachers and education professionals), however, it is necessary to constantly study the object, that is, a look directed at the weaknesses - which are already becoming expressive by the speech of the research participants - preventing a program with great educational impact like this miss its main objective which is to educate and train an autonomous, supportive and competent young person.
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Palavras-chave
Programa Ensino Integral, Gestão escolar, Diretor, Vice-diretor, Professor coordenador geral, Inovações, Integral Education Program, School management, Director, Vice director, General coordinating professor, Innovations