O PROGRAMA MAIS EDUCAÇÃO EM GOIÁS E O CONCEITO DE EDUCAÇÃO INTEGRAL: REPERCUSSÕES NA QUALIDADE DO ENSINO

Abstract

The objective of this study was to analyze the repercussions of the More Education Program, as an inductive proposal for Integral Education in improving the quality of Primary Education. Based on the official guidelines of this Program regarding its insertion in redistributive policies to combat poverty, with a view to formulating socio-educational strategies for improving the quality of education (BRASIL, 2009b, c, d), we sought to investigate, on the one hand, the quality of education criteria and the meaning of Integral Education expressed in the documents and, on the other hand, the concrete repercussions of socio-educational actions in the quality of education. For this, it was planned to carry out a qualitative research of the case study type. Initially, the documents that compose the books of the trilogy collection of the More Education Program, elaborated with the purpose of contributing to its conceptualization, operationalization and implementation were analyzed (BRASIL, 2009b, c, d). Subsequently, non-systematic observations were made and interviews were conducted with school leaders, teachers, parents and students in two public schools in the State of Goiás that joined the Program from 2008 to 2014, in order to verify in the curriculum the articulation between socio-educational activities and disciplines of the formal educational curriculum of the Elementary School, indicated in the guiding documents of the Program as conducive to the quality of teaching. The data collected were analyzed according Methodological contribution of dialectical historical materialism to the theoretical contribution of the Historical-Cultural Theory and contributions of authors who adopt critical perspectives of school education analysis, such as: Cavaliere (2002, 2006, 2010), Charlot (2013), Coelho (2009, 2014), Freitas (2004, 2007, 2011, 2014), Hedegaard and Chaiklin (2005), Libâneo (2012a, 2012b, 2014a, 2014b), Paro (1988, 2009, 2011), Sacristán (2001), Saviani (2014), Torres (2003), Young (2007, 2011), Wood (1999), among others. The results indicate that the curriculum announced in the proposal was not the object of pedagogical planning in schools nor was there evidence of its implementation in school practice, jeopardizing the articulation between socio-educational activities and the formal curriculum. In reality, the curriculum effectively adopted was the curriculum of results and what was seen was the parallelism between two types of activities: one consisting of the formal curricular subjects according to the instrumental curriculum involving all the students and another one based on socio-cultural activities, of optional character, aimed at students with greater difficulty in Portuguese and Mathematics. The announced curriculum has not only been implemented in school practice with the principles of Integral Education, but it has been completely annulled by the adoption of the utilitarian / instrumental curriculum, incompatible with a vision of Integral Education. Thus, it can be concluded that there was a loss of the quality of education that would be based on human formation through cultural and scientific formation and the development of the students' superior psychic processes and the nonfulfillment of the proposal of induction of Integral Education, contrary to the objectives set out in the Program documents.