Programa escola integral no Amazonas: um estudo sobre a organização do tempo em uma escola de Manaus

Abstract

This work was developed for the Professional Master in Management and Education Evaluation (PPGP) of the Public Policy and Education Evaluation Center from the Federal University of Juiz de Fora (CAED / UFJF). The case of management analyzed here aims to investigate the difficulties faced by a full-time school in relation to the organization of time. We highlight the possibilities for organizing this time in the daily educational practice of teachers, and how the school management, in its multiple dimensions, can contribute to the qualitative appropriation of the educational time. We use as methodology the qualitative approach and case study. They are used for data collect some semi-structured interviews with the manager, the coordinators and teachers; document analysis; observation; and literature review. In the theoretical discussion, we dialogue with the authors Ana Maria Cavaliere (2003, 2007, 2009, 2010), Vitor Henrique Paro (1988, 2013), Lúcia Velloso Maurício (2014a, 2014b), Heloísa Lück (1996, 2000, 2008, 2009), Moacir Gadotti (2009), José Carlos Libâneo (2012, 2013), Henry Mintzberg (2010), and others, who discuss the full-time school in Brazil and the role of the school manager. This study shows that the full-time school faces some challenges that influence directly their quality, such as: difficulties related to organization of the educational time due to an extensive curriculum without the so-called integrated activities; the pedagogical work discontinuance mainly caused by the rotation of professionals who work in the program; lack of continuing instruction for managers and teachers in order to meet the instructions demands of full-time. Considering the reflections about this case, we propose actions that may support the school and the State Department of Education on the implementation of full-time school, in order to contribute to improving the education of students who participateon the program. The Educational Action Plan propositions include the continuing instruction for managers and teachers; point to a permanent reconstruction of the curriculum with projects and workshops development; indicate a selection process of teachers to act in the program; encourage youth participation; and propose the creation of an overall coordination in order to promote the program evaluation and monitoring of its results.