Protagonismo, juventudes e o Programa Ensino Integral do estado de São Paulo: entre discursos e práticas

Abstract

In view of the expansion of the Integral Education Program of the state of São Paulo (PEI) in public schools, accompanied by criticisms of its teaching model, and the goal of the National Education Plan to expand integral education in Basic Education in Brazil, this research aimed to the objective is to understand protagonism, seen as a pedagogical axis and objective to be developed with young people in PEI, in the dimensions of discourse and practice from the perspective of professionals working in the Program. The methodology included the analysis of the Integral Education Program Guidelines and for data collection, interviews were carried out with five teachers from a school that is part of the Program in the city of São Carlos-SP. The discussions supported by data analysis allowed us to design some categories, which are: “The Integral Education Program of the State of São Paulo”; “The Idealized Youth in the Integral Education Program of the State of São Paulo”; “Protagonism in the Integral Education Program” and “Paths to Democracy?”. These categories revealed obstacles in the integral education model in force in PEI, which idealizes the formation of youth as protagonists in accordance with their academic productivity criteria, in addition to being very restricted to new methodologies, ideas and the possibility of teaching work, preventing the alignment of different youth realities with school, influencing the lack of perception of forms of authentic protagonism among young people. Furthermore, an interface was created with social occupational therapy to understand public schools in a broader sense and the political processes that take place there. It was indicated that the Program requires schools with adequate infrastructure that surpass the adaptations commonly made in spaces intended for other purposes. As a proposal to think about a viable and humanizing protagonism, the discussion “For an Emancipating Protagonism” was produced, which brings us the vision and hope of possibilities. It is concluded that the protagonism brought by the PEI, in its practice, is very far from its discourse of freedom, initiative and commitment, as young people live their school lives en masse within the school and classroom, following the same teaching standards and learning from a traditional school, differing only by the extended length of stay, presenting itself as contradictory to a democratic and inclusive education, especially with regard to the comprehensive training of young people, since this involves all spheres of life, making it necessary to experience of real situations and not just the classroom. It is hoped that new paths will be charted in school education in PEI towards democracy and inclusion and that this research will open doors for new discussions, especially regarding the alignment of youth with public schools.