Programa Inova Educação: o caso da Escola Estadual Leopoldo Leme Verneck
Enregistré dans:
| Auteur principal: | |
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| Date de publication: | 2025 |
| Format: | Master thesis |
| Langue: | por |
| Source: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/808 https://hdl.handle.net/11449/311324 https://profsocio.ufc.br/ https://isni.org/isni/0000000120969781 https://www.marilia.unesp.br/#!/pos-graduacao/profsocio/ https://www.marilia.unesp.br/ https://ror.org/00987cb86 https://repositorio.unesp.br/entities/publication/3d9e2621-2310-4ab8-abad-f2c4b33acc59 https://www.wikidata.org/wiki/Q1817137 |
Résumé: | This research sought to analyze the effects of the implementation of the Innovate Education Program (Programa Inova Educação; PIE, acronym in Portuguese) in the Regular-Time Schools of São Paulo State, using the Leopoldo Leme Verneck State School as a case study. The PIE universalizes the Diversified Curricular Components (CCD) —Technology and Innovation, Electives, and Life Project— in the EETR/SP, inserting them in the final years of Ensino Fundamental (equivalent to Elementary School in the United States), under the justification of reproducing the “good practices of the Full-Time Education Program (PEI)”. The main objective of this work was to understand the pedagogical-curricular changes generated by the PIE, highlighting its impacts on precariousness and a loss of the curricular authority of the teacher. The qualitative methodology followed standardized interview techniques with teachers and content analysis, essentially anchored in the theoretical framework from Marx (2007, 2013), Gramsci (2022), Althusser (2008) and their contemporary interpreters to discuss public school. The results confirmed three main hypotheses: precariousness of teaching work, since teachers were forced to assign CCDs to finish their workday, under the risk of salary reduction or unemployment; the replacement of traditional subjects by diversified ones weakened the authority of teaching curricula and reinforced a business model based on meritocratic entrepreneurship; there was an abandonment of the PIE by the São Paulo state administration after 2023, which is evidenced in relevant aspects such as the withdrawal of the Eletiva subject in favor of other CCDs. We concluded that the PIE, although presented as an innovation, deepened setbacks in São Paulo education: it delegitimized critical knowledge, expanded the Industrial Reserve Army of teachers, naturalized pedagogical-curricular practices aligned with the interests of neoliberalism and facilitated the ideological articulations of the current São Paulo state government. |
Internet
https://deposita.ibict.br/handle/deposita/808https://hdl.handle.net/11449/311324
https://profsocio.ufc.br/
https://isni.org/isni/0000000120969781
https://www.marilia.unesp.br/#!/pos-graduacao/profsocio/
https://www.marilia.unesp.br/
https://ror.org/00987cb86
https://repositorio.unesp.br/entities/publication/3d9e2621-2310-4ab8-abad-f2c4b33acc59
https://www.wikidata.org/wiki/Q1817137