O lazer no Programa Escola da Família: análise do currículo e da ação dos educadores universitários

Abstract

The Family School Program (PEF [Programa Escola da Família]) is an action of educational public politics of São Paulos State Government Secretary of Education, and has as a main goal occupy schools at weekends with activities and sports, culture, health, and work training workshops, mediated by universities scholars and volunteers. The Program is developed in schools localized in regions with high social vulnerability, looking forward to promulgating a peace culture, encourage juvenile protagonism, and strengthen coexistence and citizenry actions among the communities in and out of the school. Therefore, to outline the study, this research had as main goal to investigate the pedagogical and political implications that evolve the Family School Program curriculum, as well as to understand the knowledge and the disseminated speeches regarding recreation performed by undergraduate students. Also, this researched aimed to describe the ways of being of these subjects. As investigational strategy, we performed a bibliographic review, document analysis and field immersion that had observation and interview with twelve college students educators (that had Programs scholarship) as an instrument for the data collection. To analyze the data, I recurred to the Foucaultian discourse analysis. The outcomes of the study pointed out that the Family School Program is a result of a partnership between international entities, and has the goal to teach ways of being as of the dispositive of peace culture, looking to control people by occupying their time with recreational, social, sportive, cultural, professional and health formative activities. Understanding the curriculum as a cultural text, I identified that the Program has two curricula: a formal one, that follows the orientations and guidelines of the Education Secretary, and base its organization at the axes of health, work, sports and culture; and a resistance one, that is spontaneous and uncompromised, because the community chooses the practices and participate of the actions that they desire and want. People occupy the school to play indoor soccer, table tennis, listen to music, do their nails, meeting, chat and just spend time in general. As per the college students, the discourses demonstrate a concern on maintain the scholarship received and to offer security to the children and teenagers that frequent the school environment. When acting on the PEF, the educators learn: personal aspects, related to autonomy, empathy, and to respect the differences; as well as professional aspects, regarding rules, time, people and resources management. The kind of formation and training offered to the college educators are scarce and focused on the production of behaviors evolving body and health. Therefore, the Family School Program is a pedagogical dispositive that manufactures ways of being when offering access to culture, sports, recreation, professionalizing courses and health formations, in sense of controlling and organizing communities, occupying their time with non-violent, conviviality and citizenry actions, disguising their right to recreation. Thus, the PEF is a behavior disciplinary public politic that operates with micropowers that move and, by recreation, produces educational practices attributing ways of being to the college educators (discipline, seriousness, educational role), that mediate those actions , and to the communities that take part of the Program.