Práticas educativas dos professores-monitores do Programa Escola Integrada

Abstract

This article, derived from a master's research, aims to understand the educational practices of the teacher-monitors of the Integrated School Program, reflecting on the professionality of these subjects. Developed through a case study, the research involves two teacher-monitors from a public school in the city of Belo Horizonte. The data collection was performed through a questionnaire, semi-structured interview, non-participant observation and documentary research. It is evident that, based on their practices, the teacher-monitors have built a new professionalism to meet the demands imposed by the PEI. That is, the attributions of these subjects presuppose the construction of new knowledge and skills. They need to develop workshops and activities according to the profile of the school community and take responsibility for the students during the time of the development of the workshops, classes and tours, of the routes taken by the neighborhood, during meals and moments of rest.