Navegando por Palavras-chave "Mais Educação São Paulo Program"

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    O Programa Mais Educação São Paulo: análise do fluxo e da trajetória escolar da primeira turma do ciclo autoral
    (Universidade Federal de São Paulo (UNIFESP), 2020-12-04) Vitorino, Alessandra Mirna [UNIFESP]; Minhoto, Maria Angelica Pedra [UNIFESP]; Universidade Federal de São Paulo
    The main objective of this research is to analyse the variations in the school flow of students enrolled in the first year of the authorial cycle in 2015 (equivalent to the seventh year of elementary school of the national system) in the municipal public school system of São Paulo. This cycle was created in the implementation of Mais Educação São Paulo Program. The problem investigated in this research is: Were black boys the most affected by curricular reorganization in the authorial cycle? In what ways? The guiding hypothesis of the research is that the implementation of the Mais Educação São Paulo Program tended to distort the school flow of students in the authorial cycle, particularly for a specific group of them: black boys. The main source for the research is documentary, composed of registration databases available on the page Dados Abertos, an opened platform with documents of São Paulo. The database is composed of a population of 15,115 subjects enrolled in 291 educational units of RME / SP and was the subject of a longitudinal analysis in the years 2015, 2016 and 2017. In order to verify the research hypothesis, variations in the school flow of the student cohort, which in 2015 constituted the classes of the first year of the authorial cycle, were followed for a period of three years (2015 - 2017), in view of the gender and colour / race characteristics. The authorial cycle is treated differently from previous cycles with regard to school progression, it turns possibly for students to fail in each one of the three years of the cycle. It is expected that the municipal government also offered specific treatment to these students in view of the significant increase in the possibility of failure. The analysis will be carried out based on the theoretical reflections of Achille Mbembe, mainly his concept of necropolitics. With the implementation of the first year of the authorial cycle / 2015, with the characteristics described in this research, it was found that the Mais Educação São Paulo Program ensured the conditions to perpetuate and expand inequalities in the school space and its surroundings, as well as reinforced racial and gender prejudices related to black boys. The expansion of the disapproval possibilities for the author cycle and the adoption of the concept of social quality education without a careful analysis of the extra-school and intra-school dimensions, promoted evasion and stigmatization of individuals and in the schools they belonged to. The constitution of classes with the profile described in this research expose this policy as promoter of social, racial and gender inequalities.