A gestão do projeto escola de tempo integral: um olhar prospectivo

Abstract

This study aims to analyze the implementation of the Project School Full Time - Proetithe jurisdiction of the Regional Superintendent of Education (SRE) of Uba / Minas Gerais, with reference to two state schools, as well as the elaboration of an Action Plan Education. One of the schools located in the county seat of SRE and another school in another municipality's jurisdiction, Viscount of Rio Branco. The analysis of management Proeti arose from the need to know more specifically how is the implementation of the same, since it plays the role of Analyst Educational and integrates the team coordinator of that project. It is believed that this study may contribute to the development of the proposed holistic education, as well as make the construction of quality in education. For this study, we used the methodology of case study, document analysis, the literature review and structured interviews conducted with managers, coordinators and teachers of the two schools. The theoretical support is given to the use of authors like Moll, Lück, Coelho, Dourado, among others. It also presented a comparative analysis of the experience of PEI (Integrated Education Program), developed by the municipal Belo Horizonte, allowing the realization that from 2012 the Proeti proposes an organization that approaches such proposal. The research demonstrated that the implementation of Proeti in schools is influenced by issues that permeate the school routine, as the lack of a democratic and participatory management and little emphasis on the pedagogical dimension, the need for teacher education that meets the demands of the project and little participation of parents in monitoring their children's development. In this context, to subsidize the development of Proeti, is a proposal for intervention that involves the establishment of a forum on comprehensive education, conducting a cultural show, a mentorship program and project monitoring, indicating the need for change in the appointment of teachers and literacy, a program of continuous training of school managers.