Polos de educação integral e integrada: propostas, contribuições e desafios à implantação do Projeto Escola de Helena na Fundação Helena Antipoff em Ibirité/MG

Abstract

This dissertation was developed as a partial requirement to obtain a master's degree in the Professional Master's Program in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The management case that was analyzed had as objective to investigate the process of implementation of a Pole of Integral and Integrated Education and what obstacles and learning can come from an experience like this. We highlight the history of the projects of Integral Education at national, state and Regional Superintendence of Education - Metropolitan SRE and how this initiative was developed in partnership with the Helena Antipoff Foundation (FHA). We used the methodology of the qualitative approach of a case study and within this concept we propose to carry out, for data collection, interviews with the managers and professionals of the state schools that make up the Polo, as well as with the FHA Manager and the professionals of this institution which work with Integral Education. We also did documentary analysis and sought dialogue with the texts of authors that deal with the theme of integral education, such as; (2008), Isa Maria FR Guará (2009), Linnaeus and Coelho (2008), and Isabel Maria Coelho (2008), Ana Maria Cavaliere (2002, 2009), Antônio Sérgio Gonçalves (2006) and Jaqueline Moll , Ligia Martha Coimbra of Costa Coelho and Dayse Martins Hora (2009), Andreia Fonseca L. da Costa (2010), Mercês Pietsch Cunha Mendonça, Iolene Mesquita and Cleonice Borges Ribeiro Faria (2013) and Victor Paradela (2016). This work emerged from the following research questions: How did the implementation of this Pole of Integral Education take place? What proposals, contributions and limits of action of this Polo and the Managers of the schools that participate? The General Objective of this dissertation is to understand the contributions and limits generated by the implementation of an Integral Education Pole at the Helena Antipoff Foundation for the care of students from the schools of the city of Ibirité. The specific objectives will be to describe the implementation process of this Pole, to analyze the strategies for organization and development of the actions of attendance in the counter shift to the schools involved and to propose an Educational Action Plan that is configured in a support instrument for the SRE and SEE / MG in the case of the possibility of implementing other experiences such as these with the school units within its jurisdiction.