Articulação do Programa Mais Educação com o projeto político-pedagógico realidade de uma escola da rede estadual de Santa Cruz do Sul

Abstract

This research introduces a study on the More Education Program (PME) and the political-pedagogical project (PPP). It aims to identify and understand how the More Education Program is linked to the political-pedagogical project and pedagogical activities of the school. In the theoretical framework, we start from the pioneering idea of Integral Education in conception of Anísio Teixeira, beyond the fundamentals of Lück (2000, 2006), Veiga (2004) and Gadotti (2000) the perspective of the politicalpedagogical project. As a result, it discusses the union between two points: Does the coherence between PME and PPP may interfere qualitatively in students' education? The methodology used was characterized by a qualitative approach, the format case study of a school of public schools in the municipality of Santa Cruz do Sul/RS. The subjects participants were the director, six teachers responsible for the offered workshops and six parents of students participating in the project. Data were collected through semi-structured interviews and also by documentary research carried out by analyzing the specific legislation and pedagogical proposal. The results show that the Integral Education in Brazil, from the More Education Program, a public policy is still under construction, timid way, as well as exclude. However, it may be considered that it does not finding a relationship between that program and the school PPP, the PME shows have acceptance in the school community, serving as the paper it is proposed: to assist children in vulnerable situations, violence and monitoring and improving the school learning.