Programa Mais Educação: avanços e desafios do projeto a partir da experiência de uma escola do município de Rio Claro SP

• Autor(a) principal: Zanelo, Valéria Maria [UNESP]
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/156179; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2018-02-22/000891452.pdf
• topic: Programa Mais Educação (Brasil); Plano de Desenvolvimento da Educação (Brasil); Educação; Escolas - Organização e administração; Escolas públicas; Escolas de tempo integral; Políticas públicas; Educação - Finalidades e objetivos; Planejamento educacional; Rio Claro (SP); Brasil

The present work proposes a reflection on the program called Programa Mais Educação (More Education Program), which is one of the action plans and programs linked to the Education Development Plan (PDE). The problematization that oriented this monograph was: Was it coherent really the way the PME was implemented in a Municipal School in Rio Claro-SP with the objectives of the program proclaimed in the official documents? In order to answer this question, we analyzed the bureaucratic process of the PME implementation in the municipal school that was under study, as well as the training and experience of the teachers who were involved in relation to the projects developed; the analysis of the plans consisted of the examination of justifications, objectives, methodologies, and bibliographies. Our aim was to understand the ways of implementing this mentioned program, starting from the documentary analysis, in order to investigate whether they provide real learning, giving the student an integral education or if it refers to another program to discipline the use of time in fulltime schools. The analysis of official documents issued by the federal government (justification, legal basis, destination of resources, evaluation and monitoring processes), as well as of the projects approved and implemented in the school that was under study, constituted the object to confer the proclaimed and the ways of its concretion. The results led us to conclude that the theoretical production with its pedagogical dimension about the conceptions, the planning and implementation of the full-time school for the educational sector can contribute to the apprehension of the assumptions that anchor the PME. We make evident that the PDE constitutes itself as a program focused on rationalization, efficiency and effectiveness of the school, understood as a system submitted to a management of business type, in spite...