O cotidiano da escola de tempo integral: dinâmicas e desafios na materialização do projeto político pedagógico
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Data
2021-12-07
Autores
Silazaki, Raquel Pozzenato
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa de doutorado foi desenvolvida no interior da linha de pesquisa Formação dos Profissionais da Educação, Políticas Educativas e Escola Pública, do Programa de Pós-Graduação em Educação da Universidade Estadual Paulista (Unesp), Faculdade de Ciências e Tecnologia, Câmpus de Presidente Prudente. O trabalho centra na análise do cotidiano de uma Escola de Tempo Integral (ETI) de Ensino Fundamental I, no Sistema Municipal de Ensino de Araçatuba/SP, envolvendo dois membros da equipe de gestão escolar e sete professores. Teve como objetivo analisar as dinâmicas e os desafios do cotidiano escolar da Escola de Tempo Integral (ETI) a partir da materialização do Projeto Político Pedagógico (PPP) no cumprimento da função social da escola. Buscamos apoio nas referências no método Materialista Histórico Dialético (MHD) que, no campo educacional, comparece para ampliar as análises dos fenômenos; a escola social e histórica será observada à luz da criticidade, da contradição e da superação de visões, muitas vezes, idealistas em torno dela própria, da educação e da sociedade. A abordagem metodológica é de natureza qualitativa, que concebe os indivíduos envolvidos em um movimento contínuo de relações sociais, históricas e culturais. Os fundamentos teóricos e epistemológicos versaram sobre as principais temáticas: o cotidiano escolar, a escola de tempo integral e a educação integral e o Projeto Político Pedagógico. A pesquisa documental ampliou as análises, tendo como fonte primária o Projeto Político Pedagógico da escola e, por fim, os documentos e normativos sobre a política da Escola de Tempo Integral e da pandemia da COVID-19. A produção de dados empíricos, impactada pelas consequências da pandemia, foi guiada pela pesquisa participante e pela observação participante com a construção de um diário de observação, foi também aplicada a entrevista para a gestão escolar e o questionário aos professores. A pesquisa se desenvolveu em torno da seguinte problemática: o que revela a Escola de Tempo Integral no seu cotidiano escolar nos aspectos objetivos e subjetivos para a materialização do Projeto Político Pedagógico, tendo como fim a educação integral do aluno? A tese deste trabalho considerou que a “escola é um lugar determinado, perfaz-se no seu cotidiano por um espaço de movimento, mas, sobretudo, na perspectiva da uma Escola de Tempo Integral (ETI) vive diferentes desafios, inclusive, a luta pela sobrevivência da política da jornada ampliada. Entretanto, diante de um processo de fortalecimento da autonomia e da identidade da escola as concepções de uma política de tempo integral poderão prevalecer se ela estiver materializada no Projeto Político Pedagógico (PPP), pela via da gestão democrática- participativa e na promoção da educação integral ao aluno. Face a isso, o Projeto Político Pedagógico deve ser um documento que identifica a essência dessa política e que retrata um cotidiano que só faz sentido quando a escola luta, tanto pela sua autonomia como pela concretização dos objetivos concebidos em sua cultura instituinte, mesmo quando a cultura instituída (seja ela nacional, estadual ou municipal) não prioriza a permanência desse tipo de escola neste século XXI”. Como resultados, categorias de análise foram abstraídas, tratadas aqui como dinâmicas e desafios vividos na ETI, a saber: a comunidade de alunos e pais; a construção do Projeto Político Pedagógico; a política da escola de tempo integral; a BNCC, seu conhecimento e a formação do professor. O alcance da totalidade dos objetivos foi prejudicado devido à pandemia, o que fez com que a tese deste trabalho fosse defendida parcialmente. Resulta-se a necessidade de agir sobre os desafios vividos na escola de tempo integral, esta que ainda precisa conquistar a singularidade de seu Projeto Político Pedagógico e, com isso, fortalecer a sua própria autonomia e identidade, o que contribuirá para a luta pela permanência de uma política na perspectiva de uma educação integral no município de Araçatuba.
This doctoral research was developed within the line of research Training Professionals in Education, Educational Policies and Public Schools, of the Graduate Program in Education of São Paulo State University (Unesp), School or Institute, Câmpus Presidente Prudente. The paper is centered on the analysis of Full Time Elementary Schools’ daily life in the Municipal Education System of Araçatuba, a city in the countryside of the state of São Paulo. We propose to analyze the dynamics and challenges of this school model, in the materialization of the Pedagogical Political Project. The method used is the Dialectical Historical Materialism which, in the educational field, appears to expand the analysis of the studied phenomena, where the social and historical school needs to be observed in the light of criticality, contradiction and the overcoming of often idealistic views about the school itself, education and society. The approach is qualitative in nature, which sees individuals involved in a continuous movement of social, historical and cultural relations. The bibliographical work reached theorists on the main themes dealt with here: daily school life, Full Time Schools and Full Time Education and the Pedagogical Political Project. The documentary research expanded the analysis, having as its primary source the Pedagogical Political Project of the school where the research was carried out, and, finally, the documents and regulations on the Full Time Schools’ policy and the COVID-19 pandemic, that impacted the work development of schools. The collection of empirical data was guided by participatory research and participant observation, with the construction of an observation diary, an interview with the school management team and a questionnaire for teachers were also applied. The research was developed around the following issue: what does the Full-Time School reveal in its daily school life in the objective and subjective aspects for the materialization of the Pedagogical Political Project, with the aim of student’s Full Time education? The thesis of this work considered that the “school is a determined place, it is made up in its daily life by a space of movement, but, above all, from the perspective of a Full Time School it faces different challenges, including the struggle for survival of the extended working day policy. However, in the face of a process of strengthening the autonomy and identity of the school, the conceptions of a full-time policy may prevail if it is materialized in the Pedagogical Political Project, through democratic-participatory management and in the promotion of student’s Full-Time education. In view of this, the Pedagogical Political Project must be a document that identifies the essence of this policy and that portrays a daily life that only makes sense when the school fights, both for its autonomy and for the achievement of the objectives conceived in its instituting culture, even when the established culture (whether national, state or municipal) does not prioritize the permanence of this type of school in the 21st century”. As a result, categories of analysis were abstracted, treated here as dynamics and challenges experienced in the Full-Time school, namely: the community of students and parents; the construction of the Pedagogical Political Project; full-time school policy; the BNCC, its knowledge and teacher training. The achievement of all the objectives was hampered due to the pandemic, which made the thesis of this work to be partially defended. The result is the need to act on the challenges experienced in the Full-Time school, which still needs to conquer the uniqueness of its Pedagogical Political Project and, with that, strengthen its own autonomy and identity, which will contribute to the struggle for permanence of a policy in the perspective of Full-Time education in the city of Araçatuba.
This doctoral research was developed within the line of research Training Professionals in Education, Educational Policies and Public Schools, of the Graduate Program in Education of São Paulo State University (Unesp), School or Institute, Câmpus Presidente Prudente. The paper is centered on the analysis of Full Time Elementary Schools’ daily life in the Municipal Education System of Araçatuba, a city in the countryside of the state of São Paulo. We propose to analyze the dynamics and challenges of this school model, in the materialization of the Pedagogical Political Project. The method used is the Dialectical Historical Materialism which, in the educational field, appears to expand the analysis of the studied phenomena, where the social and historical school needs to be observed in the light of criticality, contradiction and the overcoming of often idealistic views about the school itself, education and society. The approach is qualitative in nature, which sees individuals involved in a continuous movement of social, historical and cultural relations. The bibliographical work reached theorists on the main themes dealt with here: daily school life, Full Time Schools and Full Time Education and the Pedagogical Political Project. The documentary research expanded the analysis, having as its primary source the Pedagogical Political Project of the school where the research was carried out, and, finally, the documents and regulations on the Full Time Schools’ policy and the COVID-19 pandemic, that impacted the work development of schools. The collection of empirical data was guided by participatory research and participant observation, with the construction of an observation diary, an interview with the school management team and a questionnaire for teachers were also applied. The research was developed around the following issue: what does the Full-Time School reveal in its daily school life in the objective and subjective aspects for the materialization of the Pedagogical Political Project, with the aim of student’s Full Time education? The thesis of this work considered that the “school is a determined place, it is made up in its daily life by a space of movement, but, above all, from the perspective of a Full Time School it faces different challenges, including the struggle for survival of the extended working day policy. However, in the face of a process of strengthening the autonomy and identity of the school, the conceptions of a full-time policy may prevail if it is materialized in the Pedagogical Political Project, through democratic-participatory management and in the promotion of student’s Full-Time education. In view of this, the Pedagogical Political Project must be a document that identifies the essence of this policy and that portrays a daily life that only makes sense when the school fights, both for its autonomy and for the achievement of the objectives conceived in its instituting culture, even when the established culture (whether national, state or municipal) does not prioritize the permanence of this type of school in the 21st century”. As a result, categories of analysis were abstracted, treated here as dynamics and challenges experienced in the Full-Time school, namely: the community of students and parents; the construction of the Pedagogical Political Project; full-time school policy; the BNCC, its knowledge and teacher training. The achievement of all the objectives was hampered due to the pandemic, which made the thesis of this work to be partially defended. The result is the need to act on the challenges experienced in the Full-Time school, which still needs to conquer the uniqueness of its Pedagogical Political Project and, with that, strengthen its own autonomy and identity, which will contribute to the struggle for permanence of a policy in the perspective of Full-Time education in the city of Araçatuba.
Descrição
Palavras-chave
Cotidiano escolar, Escola de tempo integral, Projeto político pedagógico, Formação continuada de professores e formadores, School daily life, Full-time school, Political pedagogical project, Continuing education of teachers and trainers