O Programa Mais Educação em duas escolas da rede Municipal de Ensino em Santarém - Pará: o professor como protagonista no pensar políticas públicas

Abstract

This research has as object of investigation the teacher's perception about the implementation of the Mais Educação / PME Program in two schools of the Municipal Education Network in Santarém-PA having as a temporal clipping the period from 2009 to 2015. The research is inserted in the line research, History, Politics and Educational Management in the Amazon, and its general objective was to discuss the teachers' perception about the SME as a diffuser of Integral Education in the Municipal Education Network of Santarém. And, for specific objectives: (i) Investigate the Mais Educação Program within two schools of the Santarém Municipal Education Network; (ii) discuss the implementation of the More Education Program from the point of view of educators from two municipal schools in Santarém and; (iii) present the SME from the teachers' perception. The research was developed in two municipal schools selected from previously defined criteria. As instruments for data collection we used documentary research, questionnaires and semi-structured interviews. For the field research, we applied questionnaires to those involved in the school community. The interviews were conducted only with the teachers, totaling five participants. The theoretical basis of the research is in the studies of Coelho (1998, 2009), Gadotti (2009), Moll (2010, 2012, 2015), Paro (1988, 2009), Goncalves (2006) and Cavaliere (2007). The results of this research are presented in two moments: the description of the More Education Program in the two schools investigated; and the presentation and discussion of the SME from the teachers' view of the two schools. The perceptions of the teachers interviewed are based on three categories, which are the analysis categories of this research, namely: physical structure; peer exchange and; student development. Comprehensive education encompasses all the efforts that the school should make to work on the student's social, psychological, pedagogical and affective aspects, but teachers saw the program as more education as a reinforcement when, in fact, this was an opportunity for the student to go beyond what the school offers today.