A Educação Integral e o Programa Ensino Médio Inovador – ProEMI: singularidades desta política em uma escola estadual

Abstract

In the sense of implementing public policies related to Integral Education, in basic education actions and programs are developed, through the Ministry of Education and Culture / MEC. In High School, as a policy that promotes integral education, ProEMI supports the states in the search for universalization of high school attendance, through the restructuring of the school curriculum, expanding the time in school and the diversity of pedagogical practices, in order to attend to the needs and expectations of students at this level of education. In the field of full-time education, ProEMI articulates the dimensions of work, science, culture and technology, as described in the National Curriculum Guidelines for Secondary Education. In this context, the objective of this research was to analyze the ProEMI's Innovative Higher Education Program implemented in a state school in Santarém-Pará, from 2012 to 2014. This period is justified by the year of implementation (2012) in the city, and the development of the first cycle of activities related to the program, which will last for three years (2012, 2013 and 2014). In the course of the work we are based on the studies of Anastasiou (2001); Brandão (2007); Castro and Lopes (2011); Coelho (2009); Necklaces and Necklaces (2013); Costa and Rosa (2010); Freitas and Galter (2007); Frigotto (2006); Gadotti (2009); Goch and Colares (2015); Gohn (2001); Guará (2006); Hoffling (2001); Kuenzer (2007); Maroneze and Lara (2009); Moll (2010); Paro (1988, 2009); Rinalde e Silva (2017); Romanelli (2010); Santos (2014), among others. The research was developed through a case study carried out in a school unit in the municipality of Santarém / Pará. It involved standardized data collection techniques, such as semi-structured interviews and, in the discussion of results, we used content analysis (BARDIN, 2011), based on the evidence grouped by categories. The categories listed were: concept of integral education and pedagogical actions in ProEMI. Regarding the results of the research, we identified disparities between the conception of integral education and full time education in the school studied. Regarding the pedagogical actions developed in ProEMI, we observe in the investigation that the guidelines on the effectiveness of the program do not correspond to reality found in the implementation regarding technical, pedagogical and financial advice; the guarantee of execution of the projects originated in the demand of the school community; the obligation to understand the coexistence of ProEMI and PJF in their different conceptions and methodologies; and to the need of pedagogical organization of the school in partial shift to meet proposals of an interdisciplinary curriculum.