A implementação do Programa Ensino Integral em uma unidade do interior paulista
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Data
2019-03-13
Autores
Cisi, Pedro Henrique Reato
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Universidade Estadual Paulista (Unesp)
Resumo
A ideia de educação em tempo integral adquire cada vez mais força à medida que as políticas públicas educacionais norteadoras do processo são desenvolvidas. Entretanto, para que a educação em tempo integral ocorra, são necessárias medidas e políticas que proporcionem uma execução coerente com a realidade dos alunos e da comunidade escolar em que o projeto se insere. Um problema recorrente na educação convencional é evasão na transição do Ensino Fundamental ao Ensino Médio, desencadeada por diversos motivos como, por exemplo, a necessidade de entrar para o mercado de trabalho. Diante dessa realidade escolar, mais um desafio se desenrola na implantação do ensino em tempo integral nas escolas brasileiras: a manutenção do aluno carente de Ensino Médio nesta modalidade, sendo, portanto, necessárias pesquisas e políticas que abordem o tema. Como recorte e amostragem da pesquisa, a análise fará um estudo da proposta do Estado de São Paulo, designada Programa Ensino Integral (PEI), tendo como lócus de investigação uma escola do programa localizada na periferia de São João da Boa Vista (município do interior de São Paulo). A implantação do projeto nesta unidade está em andamento, uma vez que a unidade aderiu ao Programa Ensino Integral em 2015, tendo iniciado suas atividades em 2016. Nesta pesquisa, realizamos um levantamento das políticas públicas educacionais norteadoras do processo de implantação da escola de tempo de integral, bem como a análise da implantação desta política do Estado de São Paulo na unidade de ensino pesquisada. Ademais, este estudo contará com apoio de dados colhidos na secretaria da instituição, tais como número de matrículas, evasão e transferências expedidas (implicando abandono do programa). A partir do panorama da educação integral no Brasil e dos dados do Programa Ensino Integral, bem como da unidade de ensino observada, realizou-se a interpretação dos dados e uma discussão final confrontando o que é proposto pelo programa paulista e os anseios dos alunos, de modo a evidenciar as convergências e os distanciamentos entre a política pública e o público atendido. A partir da reflexão elaborada, analisamos e avaliamos a implementação e a experiência do Programa Ensino Integral como política pública educacional na unidade escolar, oferecendo subsídios para a discussão da política pública de ensino em tempo integral.
The idea of full-time education becomes more and more powerful as the educational public policies that guide the process are developed. However, in order for full-time education to take place, measures and policies are needed to provide a coherent implementation of the reality of the students and the school community in which the project is embedded. A recurrent problem in conventional education is avoidance in the transition from elementary school to middle school, triggered by a variety of reasons, such as the need to enter the labor market. Faced with this school reality, another challenge is the implementation of full-time teaching in Brazilian schools: the maintenance of the student lacking in Secondary Education in this modality, and therefore, necessary research and policies that address the theme. As a result of this research, the analysis will make a study of the proposal of the State of São Paulo, called the Integral Education Program (PEI), with a research center located on the outskirts of São João da Boa Vista (a city in the interior of the state). The implementation of the project in this unit is underway, since the unit joined the Integral Education Program in 2015, and started its activities in 2016. In order to meet the objectives of this research, it will be necessary to carry out a survey of the educational public policies guiding the process of implementation of the school of integral time, as well as the analysis of the implementation of this policy of the State of São Paulo in the researched teaching unit. In addition, this study will be supported by data collected at the institution's secretariat, such as: number of registrations, evasion and shipments issued (implying abandonment of the program). From the perspective of integral education in Brazil and data from the Integral Teaching Program, as well as from the teaching unit observed, the data interpretation and a final discussion were made comparing what is proposed by the São Paulo program and the students' to show whether they are in agreement or not. From the elaborated reflection, the last specific objective of the research was reached, which consists of the analysis and evaluation of the Integral Education Program as public educational policy, so that it can serve as an aid to the proposal of public policies that aim at the implantation of the model of full-time teaching.
The idea of full-time education becomes more and more powerful as the educational public policies that guide the process are developed. However, in order for full-time education to take place, measures and policies are needed to provide a coherent implementation of the reality of the students and the school community in which the project is embedded. A recurrent problem in conventional education is avoidance in the transition from elementary school to middle school, triggered by a variety of reasons, such as the need to enter the labor market. Faced with this school reality, another challenge is the implementation of full-time teaching in Brazilian schools: the maintenance of the student lacking in Secondary Education in this modality, and therefore, necessary research and policies that address the theme. As a result of this research, the analysis will make a study of the proposal of the State of São Paulo, called the Integral Education Program (PEI), with a research center located on the outskirts of São João da Boa Vista (a city in the interior of the state). The implementation of the project in this unit is underway, since the unit joined the Integral Education Program in 2015, and started its activities in 2016. In order to meet the objectives of this research, it will be necessary to carry out a survey of the educational public policies guiding the process of implementation of the school of integral time, as well as the analysis of the implementation of this policy of the State of São Paulo in the researched teaching unit. In addition, this study will be supported by data collected at the institution's secretariat, such as: number of registrations, evasion and shipments issued (implying abandonment of the program). From the perspective of integral education in Brazil and data from the Integral Teaching Program, as well as from the teaching unit observed, the data interpretation and a final discussion were made comparing what is proposed by the São Paulo program and the students' to show whether they are in agreement or not. From the elaborated reflection, the last specific objective of the research was reached, which consists of the analysis and evaluation of the Integral Education Program as public educational policy, so that it can serve as an aid to the proposal of public policies that aim at the implantation of the model of full-time teaching.
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Palavras-chave
Escola de Tempo Integral, Políticas Públicas, Abandono Escolar, School of Integral Time, Public policy, School Dropout