Práticas educativas dos monitores do Programa Escola Integrada e sua relação com o Projeto Político Pedagógico da escola

Abstract

This research has as main objective to understand the educational practices of the monitors of the Integrated School Program (PEI) and its relationship with the Political Pedagogical Project (PPP) of the school. The PEI was implemented in 2006, in the Belo Horizonte Municipal Education Network, and its trajectory covers a little over a decade of discussions about its developments. The elements such as the profile of the monitors, their educational practices and their working conditions have been discussed in the theoretical perspective of public policies and social and cultural movements, but little explored in the line of didactics, the main focus of this research. In order to achieve the objectives proposed in this work, a qualitative research was carried out through a case study in a public school in the Belo Horizonte Municipal Education Network. Two monitors were subjects of this research. We emphasize that these are teachers who act as monitors in the PEI. We used as instruments of data collection the application of a questionnaire, the semi-structured interview, the non-participant observation and the documentary research. The results allowed us to perceive the existence of the planning schedule during the weekly workload of the monitors and a certain autonomy for the elaboration of their activities. The monitors plan their activities taking into account the class profile, the content to be worked on and the suggestion of activities made by the students themselves. They use a variety of learning activities in their workshops, such as lecture, silent reading, games and informal conversation. In addition, they used approximation and affection as a strategy to achieve their goals at the time of activities. We note that the rules are defined individually by the monitors. As for the evaluation of educational practices, we note that this is a neglected dimension in the PEI. Regarding the articulation between the PEI and the school, we believe that the moments of interaction are very punctual. We emphasize that, although the school's PPP does not mention the term Integral Education, there is a certain concern in its guidelines for the integral development of the students. We conclude that this document does not recognize the PEI as a public policy that provides subsidies for the school to extrapolate its traditional practices and advance in the direction of its desire for integral education of students. Furthermore, we note that at no time does the school's PPP refer to the figure of the monitors and does not even mention the PEI in its proposals.