Formulação e implementação do programa Escola da Família: onde está o lazer?

• Autor(a) principal: Cathia Alves
• Data de Publicação: 2018
• Outros Autores: Hélder Ferreira Isayama, Maria Manuel Rocha Teixeira Baptista
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UFMG
• Texto Completo: http://hdl.handle.net/1843/49234; https://orcid.org/0000-0002-4768-0539; https://orcid.org/0000-0002-4442-5356
• topic: Políticas públicas; Programa Escola da Família; Lazer; Escola da Familia; Políticas públicas; Programa Escola da Família; Lazer

The actions of the Family School Program (PEF) aim to occupy the school space at weekends with educational, cultural and sports activities / workshops from four axes: health, work, culture and sport. The practices and workshops of the Program have as intermediary educators, university scholars who collaborate in the promotion of experiences and activities of a sports, cultural, work training and health care and prevention. The study in question consists of a cut of a doctoral thesis that combined bibliographical, field and documentary research that identified and diagnosed the development of the Program in the light of the public policies that shape it, analyzing the PEF curriculum and the action of educators College students. Thus, in this work we emphasize the investigation of the processes of public policy formulation for leisure and the implementation of the PEF. We selected a Regional Teaching Board in the interior of the State of São Paulo, which offers PEF practices in twenty eight schools, out of its sixty-three units. The main technique of data collection in the field was observation and interviews with university scholars. The results indicate that the Program was formulated from economic and social interests, united to international organizations; their permanence is associated with a specific political party that has remained in the power of the Secretary of Education and in the state government of São Paulo for more than twenty years. The adherence of communities and school units, as well as the partnership with Higher Education Institutions, also contribute to the Program's permanence in the decision-making agenda. Regarding the ties with leisure, we conclude that the practices, activities and workshops that refer to the play, fun and spontaneity, such as the games, sports, music and socialization offered by the Program, are those in which the community demonstrates greater Some proposals are part of the official curriculum, prescribed by the Program, but others constitute a curriculum of resistances with practices derived from individual tastes and mediators of actions.