Gestão escolar e a política indutora de educação integral no contexto amazônico: estudo em escolas municipais da região metropolitana de Santarém/PA (2013-2022)

Abstract

This work entitled – School Management and the Inductive Policy of Integral Education in the Amazon context: study in municipal schools in the Metropolitan Region of Santarém/PA (2013- 2022) – is linked to the Doctorate in Education in the Amazon (Associação Plena em Rede), of the Graduate Program in Education in the Amazon – PGEDA, Polo Santarém-PA, of the Federal University of Western Pará. Considering that, in the last two decades, policies related to the implementation of the proposal for integral education have been the subject of debates in Brazil, as it is evident the need to provide subjects with an integral education that enables the development of all its dimensions (intellectual, physical, emotional, social and cultural), the federal government instituted, in the country, the Inductive Policy of Integral Education, which materialized through Programs, such as Mais Educação (PME) and Novo Mais Educação (PNME), which aimed to foster the expansion of this modality of educational offer in Brazilian public schools. However, this proposal brought with it challenges for school management regarding its effectiveness in the educational space. This study was developed with a view to answering the following research problem: – How did the school manager act in the implementation of the Inductive Policy of Integral Education in the teaching units of the Metropolitan Region of Santarém/PA? Based on this questioning, we present the thesis that – "school management and educational policy are interrelated and can boost the effectiveness of the proposal of Integral Education in the teaching units of the Metropolitan Region of Santarém – PA". It aimed to analyze the manager's performance in relation to the Integral Education Inductive Policy (PIEI) in municipal public schools in the Metropolitan Region of Santarém/Pará, from 2013 to 2022. This is an investigation with a qualitative approach, based on bibliographic research (Paro, 1996, 1997; Ferreira, 2000; Cavaliere, 2007; Gadotti, 2009; Moll, 2012; Saviani, 2013; Arroyo, 2013; Lück, 2013; Colares, 2015; among others), documentary and field studies in three municipal public schools located in the Brazilian Amazon, in the Metropolitan Region of Santarém/Pará (RMS), composed of the Municipalities of Santarém, Belterra and Mojuí dos Campos, from which semi-structured interviews were conducted with three school managers. We infer that school managers face challenges from school administration, in addition to the impacts of living and acting in Amazonian territories where the State is sometimes absent or fragmented. The managers surveyed demonstrated different levels of conceptual and operational appropriation of the Inductive Policy of Integral Education, revealing both singularities and recurrences in management practices. The diversity of elements presented in this thesis reflects the complexity of the performance of school management in the implementation of the PIEI and points to the importance of the articulation between experience, training and conception of Integral Education and democratic management. Finally, we understand that the continuity and improvement of Integral Education in the public schools of the RMS require more than specific programs: they require public policies based on intersectoral planning, investment in training, adequate infrastructure and recognition of the school as a space for emancipation. Without this, there is a risk that inductive policies will be just discourses far from reality. It is in the praxis of managers, as demonstrated in this research, that the power to transform these policies into effective, inclusive and humanizing practices resides.