Ações indutoras de educação integral em escolas da rede pública de Mojuí dos Campos/PA: desafios da gestão escolar

Abstract

The general objective of the research sought to analyze the actions that induce comprehensive education in schools in the municipality of Mojuí dos Campos/PA from 2013 to 2020, whose work was developed in the Curso de Doutorado do Programa de Pós-Graduação em Educação na Amazônia (PGEDA), whose research is linked to line 2: State, Public Policies and Education Management. The thesis presented is that social, economic, political and cultural factors hinder and influence the development of actions that induce comprehensive education in line with the institutional guidelines of the policies formulated and implemented beyond market demands. The qualitative research was developed through a case study based on bibliographic research, documentary research and field research. The field research was carried out through semi-structured interviews with the principals of three municipal elementary schools in the urban area that joined the PME and PNME programs in extended hours for at least five consecutive years. The study points out the change and discontinuity of the objectives of the inducing programs; Democratic management still presents itself as a challenge aggravated by the emphasis on managerialism supported by the market perspective and the search for results; the option for programs that induce comprehensive education without the necessary discussion with the school community and the identified conditioning factors, related to economic, geographic, social, cultural and pedagogical factors. The analytical categories were: conception and infrastructure, indispensable and fundamental debates for the successful implementation and effectiveness of full-time comprehensive education. However, it is also possible to note, in the school environment, based on the research carried out, the coexistence of an educational approach that encourages individualism and competition (managerialist management) and, on the other hand, pedagogical strategies with joint actions that seek to rethink and overcome the hegemonic culture established in educational relations (democratic management).