Percepção de professores de uma escola estadual paulista sobre a mudança de perfil social de estudantes após adesão ao Programa de ensino integral (PEI)

• Autor(a) principal: Duó, Melissa de Matos Baptista
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/18160
• topic: Programa de Ensino Integral (PEI); Desigualdades Sociais; Exclusão Escolar; Capital Cultural; Comprehensive Education Program (PEI); Social Inequalities; School Exclusion; Cultural Capital; CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO

Aiming at the expansion of the Integral Teaching Program of the State of São Paulo throughout the state network, changes in the social profile of students of a state school in the municipality of Sorocaba after joining the program were investigated, based on the logic of the reproduction of educational inequality , through the teachers' perception. Therefore, it was necessary to present the main aspects of the educational theory of the author Pierre Bourdieu; describe the changes in the educational policies of the São Paulo network for integral education; problematize the Integral Education Program and characterize the school and the research subjects. A case study was then carried out, with a qualitative approach, through a bibliographical survey and application of an online questionnaire. Therefore, it was verified that, with the adhesion to the program, the school began to receive students with favored economic and cultural conditions, mostly white, thus forming a new profile of students of the institution. According to the teaching perspective, it was possible to assume that the Integral Teaching Program has collaborated to generate selectivity and explicit exclusion within a school in the state network of São Paulo.