Integral Education Program of São Paulo: problematizations about the teaching work¹

Abstract

The Integral Education Program of São Paulo (PEI) was created in 2012 with a discourse of appreciation of the teaching profession and the promotion of a new form of school organization in the public education network of São Paulo. This article aims to problematize the advances, challenges and setbacks that the PEI has generated to the teaching work, through a case study carried out in the city of Votorantim/SP. In order to substantiate this discussion, we performed a documentary analysis of the norms that underlie the program, the participatory observation of the analyzed school and semi-structured interviews with the management team and with the teachers who work in the unit. With the analysis constructed, we verified that, despite the salary improvements and the existence of more space for the socialization of experiences, there has been an intensification of the teaching work. Other negative points highlighted were: the introduction of the neo-managerialist logic of surveillance among peers within the school environment; the stimulation of the curricular adaptation (limitation of teacher autonomy) to the detriment of its problematization and transformation, and the abyss created between the pedagogical, physical and human conditions offered in the schools of the PEI and in the other schools of public education network of São Paulo, thus aggravating the educational inequalities and the fragmentation of the teaching profession.

Integral teaching; Teaching work; Teaching autonomy; Educational public policies; Intensification of teaching work