Colaborações entre professores e monitores do Programa Escola Integrada de Belo Horizonte

Abstract

This study had as a main goal to analyze the relation between the work developed by educators from regular schools and professionals who work in Programa Escola Integrada (PEI) Integrated School Programme in the Municipal Educational System of Belo Horizonte. The programme started in 2006 in seven municipal schools, as a pilot experience, and is currently part of the educational policy of Belo Horizonte it is now compulsory in all elementary schools within this system. The investigation aimed to check: 1) how educators and professionals from PEI interact, articulate and collaborate with each other so as to elaborate activities together? 2) which tensions, problems and difficulties occurred throughout the starting of the collaboration at work movement? In order to answer such questions a qualitative study took place. Three municipal schools were selected for field research. The tools for data collection were documental research, observation and semi-structured interview. The subjects who participated in this study were teachers, professionals from PEI, school principals and the programme coordinators. The data collected (documental archive, field notes, interview transcriptions) were analyzed through the technique content analyzis. The reference was constructed based on the study of Integral Education policies (national and international scenario); the new processes of work division at school; the collaboration procedures between educators and new professionals in the school. Several authors were used in this study, such as: Coelho (1997), Cavaliere (2002), Maurício (2009), Moll (2011), Hargreaves (1998), Fullan and Hargreaves (2001), Lessard and Tardif (2005), Le Vasseur and Tardif (2009), Fanfani (2010) and Borges (2010). This dissertation is the product of an interpretive and explanatory study, whose results have pointed to the organizational difficulties in the Educational System schools, bearing in mind the following aspects: the concretization of groupwork among the professionals, mainly considering the two shifts of activity in regular schools and the programme shifts in times before or after school regular shifts; the lack of common time regulation among the subjects who participated in the study; the differences of education, contract, salary and working hours. The establishment of a comfortable collaboration between teachers and professionals from PEI was also noted as a result of the study; such collaboration was based on a spontaneous approximation between those groups for the execution of punctual activities of more immediate nature.