A implementação do programa de educação integral da rede municipal de ensino do Recife: êxitos e desafios

Abstract

This work was developed in the Professional Master in Management and Education Assessment (PPGP), of the Public Policy Education Evaluation Center from Federal University of Juiz de Fora (CAEd/UFJF). The management case study discusses the integral education policy offered at full-time schools by Recife City Hall to students Teaching Elementary Final Years and has as main objective to analyze the implementation process of the Municipal Program of Integral Education (Pmei) and the organization of Municipal Schools Full-time (EMTIs) in the light of the foundational tripod of the implementation process of integral education, advocated by Pergorer (2014) and Guedes (2015), formed by the time, the curriculum and spaces, with the support of the foundations of Cycle Policies with a view to ascertain what are the main obstacles encountered on the way of its realization. Through a qualitative research approach, the sources used for the research development were the bibliographical and documentary research, which supported the writing of the historical path of integral education in Brazil and the views taken by the program in the Recife city, participating observations and semi-structured interviews conducted with directors, coordinators and teachers, all crowded in schools since the program began. By these instruments, an immersion in the daily life of schools was possible that enabled the perception of how the performers materialize the guiding text of the program. From the data analysis, we found some obstacles regarding the understanding of the key concepts of the program, resulting in a pedagogical fragmentation and serious problems with the infrastructure. In this context, we present an Educational Action Plan (PAE), structured on three axes: the extension of time, curriculum organization and optimization of spaces, based on the shared management of all involved with this demand from the composition of an Educational Local Arrangement (AEL), on the understanding that these actions will not solve all the problems faced by schools, but that during its implementation will be monitored and evaluated, to be appropriate or replaced when necessary. Aware that this research has relevance to the history of Recife municipal education, we expect to foster new research in integral education.