A Implementação do Programa Mais Educação no município de Dourados-MS: concepções e práticas

Abstract

This research aims to analyze the implementation process of the More Education Program in the public municipal schools in Dourados-MS, in the period between 2009 and 2015, in order to identify and discuss the conception of integral education spelled out in this process. Therefore, we conducted a qualitative research, with the empirical field composed by 45 public schools in Dourados-MS. We used, as data collection tool, a questionnaire applied to those people responsible for More Education Program, in schools (community teachers and monitors), that are responsible for monitoring the actions of the program. Initially, we conducted documentary studies from the survey and analysis of the current legislation - laws, resolutions, decrees, orders and current literature on the integral education. Secondly, we analyzed the program implementation process in Brazil and in the city of Dourados-MS and, therefore, we confronted the political and regulatory directions with the data indicated in this research. Regarding the positive aspects of the program, the analysis indicates that there was an increase in the number of successful students, reduction in dropout of students, decreased of indiscipline and improvement of interpersonal relationships in the school environment; about the negative aspects, the issue of school infrastructure is mentioned as challenge, that is, the lack of physical space for development of activities and the withdrawal of monitors due to low financial returns received in the performance in the Program. The data indicate that, despite the challenges faced by schools, More Education Program has contributed to the teaching and learning process of students in the pubic municipal schools of Dourados-MS. Finally, regarding the conception of integral education of the people participating in the research, the results show three different aspects, namely: expansion of the school day, welfare conception and integral formation of the human being. We note that, for most part of people, the conception of integral education present in the More Education Program is related to the issue of expansion of the school day; consequently, such conception is in line with the proposal put forward by the Program that considers as integral education, and other factors, the school day lasting at least seven hours daily.