Gestão do trabalho na escola de tempo integral: os docentes e os desafios de uma política inclusiva

Abstract

The article is the result of research on teaching work in schools that have adopted fulltime education programs, such as an inclusive policy directed at children and young people considered to be socially vulnerable. It sought to identify who the teachers of these programs are, the conditions in which they work and the pedagogical practices they adopt. The methodology comprised several phases: literature review; Documentary survey; Ethnographic observation in schools; Interviews with school coordinators and managers and focus groups with teachers. The research focused on two programs, one in the municipal and the other state. As a result, the emergence of new teachers working in these programs, without the necessary training and adequate experience to practice teaching, was observed. As a consequence, there is a clear division of labor in schools, between teachers of the regular shift and those who work in the programs, engendering new hierarchies and stratifications. The analyzes of the working conditions offered in these programs demonstrate a high degree of improvisation in relation to spaces and work planning, unstable conditions of hiring of teachers and low remuneration, indicating weaknesses in the implementation of programs that directly affect the full achievement of the objectives of a inclusive policy.