Projeto de vida para quê? percepção dos/das docentes sobre o programa Inova Educação nas escolas paulistas de tempo parcial
Data
2023-12-04
Autores
Augusto, Gisele Aparecida e Sousa 
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O presente trabalho analisa a implantação do Programa Inova Educação, estabelecido no ano de 2020 nas escolas paulistas de tempo parcial. O programa introduziu três novas disciplinas: Projeto de Vida, Eletivas e Tecnologia e Inovação. As indagações que norteam esse trabalho foram na direção de apreender quais interesses estão envolvidos na elaboração de projetos de vida estudantis para o Ensino Médio e quais seus desdobramentos no campo da Educação, atrelados à disciplina Projeto de Vida e suas competências socioemocionais. Tem por objetivo geral compreender o Programa Inova Educação, em especial a disciplina Projeto de Vida e como essa se desenvolveu nas escolas paulistas de tempo parcial, considerando que sua implantação se deu em um contexto de pandemia e suspenção das aulas presenciais. Para tanto, analisaram-se os documentos oficiais do governo do estado de São Paulo referentes ao programa, a perspectiva dos(as) docentes quanto a essa introdução e o material pedagógico oferecido pelo governo paulista. Compreendendo que tal programa foi desenvolvido e implantado a partir de parcerias entre o governo estadual e agentes do setor privado, estabeleceu-se um referencial teórico que ressalta o neoliberalismo como fator preponderante nas alterações de políticas estatais e no desenvolvimento de subjetividades alinhadas à essa lógica. Assumindo que esses agentes desempenham importante papel na construção, não somente de novas formas de gerenciamento e organização social, mas também de persuasão, instituiu-se o conceito gramsciano de Estado Integral, americanismo e fordismo, destacando o papel primordial da sociedade civil na preservação ou nas lutas contra o poder hegemônico. Por meio da análise de questionários e entrevistas, foi possível confirmar as dificuldades enfrentadas pelos(as) docentes no período de implantação da disciplina Projeto de Vida, marcado pelo período de pandemia e a inexistência de investimento governamental. Conquanto, uma linha de conformação e reprodução dos pressupostos do Programa Inova Educação foi observada entre aqueles(as) que são favoráveis à implantação, em contraste a percepção crítica daquelas que se posicionaram contra as propostas neoliberais. Os posicionamentos desses(as) docentes retratam o campo aberto das disputas na educação, mas principalmente, nas práticas cotidianas da escola.
This paper examines the implementation of the Inova Educação Program, established in 2020 in part-time schools in the state of São Paulo, Brazil. The program introduced three new subjects: Life Project, Electives, and Technology and Innovation. The inquiries that guided this work aimed to understand the interests involved in the development of student life projects for high school and their implications in the field of education, linked to the Life Project discipline and its socio-emotional competencies. Its general objective is to understand the Inova Educação Program, especially the Life Project subject and how it developed in São Paulo's part-time schools, considering that its implementation took place in a context of pandemic and suspension of face-to-face classes. To achieve this, official documents from the state government of São Paulo regarding the program, the perspective of teachers on this introduction, and the pedagogical material offered by the government were analyzed. Recognizing that this program was developed and implemented through partnerships between the state government and private sector agents, a theoretical framework was established highlighting neoliberalism as a preponderant factor in changes to state policies and the development of subjectivities aligned with this logic. Assuming that these agents play an important role not only in the construction of new forms of management and social organization but also in persuasion, the Gramscian concept of Integral State, Americanism, and Fordism was adopted, emphasizing the crucial role of civil society in preserving or resisting hegemonic power. Through the analysis of questionnaires and interviews, it was possible to confirm the difficulties faced by teachers during the implementation of the Life Project discipline, marked by the pandemic period and the lack of government investment. However, a trend of conformity and reproduction of the assumptions of the Inova Educação Program was observed among those in favor of implementation, contrasting with the critical perception of those who opposed neoliberal proposals. The positions of these teachers reflect the open field of disputes in education, but mainly in the daily practices of the school.
This paper examines the implementation of the Inova Educação Program, established in 2020 in part-time schools in the state of São Paulo, Brazil. The program introduced three new subjects: Life Project, Electives, and Technology and Innovation. The inquiries that guided this work aimed to understand the interests involved in the development of student life projects for high school and their implications in the field of education, linked to the Life Project discipline and its socio-emotional competencies. Its general objective is to understand the Inova Educação Program, especially the Life Project subject and how it developed in São Paulo's part-time schools, considering that its implementation took place in a context of pandemic and suspension of face-to-face classes. To achieve this, official documents from the state government of São Paulo regarding the program, the perspective of teachers on this introduction, and the pedagogical material offered by the government were analyzed. Recognizing that this program was developed and implemented through partnerships between the state government and private sector agents, a theoretical framework was established highlighting neoliberalism as a preponderant factor in changes to state policies and the development of subjectivities aligned with this logic. Assuming that these agents play an important role not only in the construction of new forms of management and social organization but also in persuasion, the Gramscian concept of Integral State, Americanism, and Fordism was adopted, emphasizing the crucial role of civil society in preserving or resisting hegemonic power. Through the analysis of questionnaires and interviews, it was possible to confirm the difficulties faced by teachers during the implementation of the Life Project discipline, marked by the pandemic period and the lack of government investment. However, a trend of conformity and reproduction of the assumptions of the Inova Educação Program was observed among those in favor of implementation, contrasting with the critical perception of those who opposed neoliberal proposals. The positions of these teachers reflect the open field of disputes in education, but mainly in the daily practices of the school.