O que se diz sobre a escola pública de horário integral
Resumo
Palavras-chave
Popular thinking on full-time public school
Abstract
This paper presents and reflects on positive and negative aspects found by various authors regarding CIEPs (Centros Integrados de Educação Pública or Integrated Public Education Centers). The CIEPs were built in the state of Rio de Janeiro through the Special Program for Education or PEE, its acronym in Portuguese, (I PEE, from 1983 to 1986, and II PEE, from 1991 to 1994), whose aim was to implement full-time public primary school in 500 school units. Among unfavorable criticism are the lack of transparency in relation to costs, location criteria, number of schools finalized and students served. Another negative aspect was infeasibility: very high costs with uncertain benefits meant universalization of full-time primary school was not feasible. Another criticism was the contradiction found between the discourse of the PEE's central team and the practice at schools, or between discourse and the practice of the teachers. Three positive aspects are worth mentioning: parent satisfaction, since parents were happy to see their kids at school full time; professor times, which allowed for breaks for planning, preparing educational material and professional training; and discussion of public schooling supported by the proposal of the CIEPs. Regarding the users, a field study was developed with the purpose of identifying the social representation that the teachers, employees, students and parents had of the full-time school they attended. The study took place in four Rio de Janeiro schools: two state schools and two municipal schools. Thirty visits were made to schools and 568 questionnaires were given. From this aspect, recognition of the function and need for the school and, implicitly, that there are different standards of quality between the institutions was clear from the discourse of parents and students. The parents' representation, shared by the students, is focused on satisfaction/pleasure. At the core is the idea that leisure is related to the future and education. They also highlighted the function of the school, studying and their instruction, and the good teacher. The paper concludes that to bring the two concepts of academic purpose closer together – the concepts of a place for coexistence and of economic and social usefulness – interaction between school and community is necessary as are levels of participation and decision-making by parents, and of all of the everyday spaces that favor inclusion of parents' expectations in the school's educational project.
Keywords
Texto completo:
PDFDOI: http://dx.doi.org/10.18676/cadernoscenpec.v1i2.173
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Este trabalho está licenciado sob uma Licença Creative Commons Atribuição-Uso não-comercial 3.0 Unported.
ISSN 2237-9983