Novos sujeitos docentes e suas condições de trabalho: uma comparação entre o programa escola integrada e o projeto educação em tempo integral

Abstract

In the last decade, Brazil saw the emergence of full-time education programs propelled by alterations in the Brazilian legislation aimed at serving children and young people in social and educational vulnerability-among those, it is worth mentioning the Programa Mais Educação (PME- The More Education Program). Along with such programs, new teaching actors arose with distinct profiles, formations and tasks from those traditionally performed by teachers. This article presents the results of a research that sought, through comparing the Programa Escola Integrada (PEI-Integrated School Program), of the city of Belo Horizonte, and the Projeto Educação em Tempo Integral (Proeti-The Full-time Education Project), of the state of Minas Gerais, to know these new actors and their work conditions and to analyze the relation of these programs with poverty-fighting social policies. To do so, it was carried out a study on the literature of the subject, a documentary survey, observations in schools, interviews and focus groups with teachers. As a result, it was observed that, although the programs have become important instruments of social protection, particularly in the perception of the interviewees, the schools have gone through difficulties in its implementation, especially regarding work conditions, available infrastructure and the offer of qualified teachers.