De escola regular a escola de referência: trajetória de mudança da Escola Severino Farias em Surubim - PE

Abstract

This work considers the implantation of Integral Educational Program at EREM Severino Farias, located in Surubim/PE. This aims at investigating how this Program reverberated in educational practices and daily activities of the school considering the stories of its teachers. The research question is: how the EREM Severino Farias teachers describe the changes in the school activities caused by the implementation of Integral Educational Program? These changes indicate the transition from Severino Farias School, which is considered a regular school of state education network, to EREM Severino Farias, a half time integral school of the Pernambuco reference school network. The methodology approach adopted is qualitative, a case study based on stories given by important individuals through semi structured interviews and documentary research. The data analysis is done by content analysis based on Badin’s perspective (2016). In order to base the reflexion and the philosophical and sociological understanding of the researched question, Arendt (1972, 2016) and Freire (1987, 1989, 1991, 1996) are taken as a basis. The results of this work include a historical report (memorial), rescuing the reminiscences of the school from the teachers’ points of view, and also the creation of physical space, in the school, dedicated to preserve the institutional memories. By investigating the impacts caused by educational policies in the school activities, this work to allow the historical analysis of the building the institutional memories, a fundamental component of the identity of the school, which is celebrating forty years. In addition, this work also contributes to educational discussion in state of Pernambuco by exposing the teachers’ points of view about the educational policies, which implementation is related to expectations and hopes. But it is also related to conflicts, constraints and concerns, in an environment, inside the school, that is not always quiet and democratic. Among the teachers' expectations it is possible to highlight professional valorization, increasing the salary, the teacher academic graduation and the hope of improvement on educational results. In the transition from regular to reference school, considering the scenario of a "split school", the teachers express their understanding about what they classify as "losts", i.e. the changing of the school identity and the discard of students and teachers that would not continue in the school because of its new profile. Besides the conceptual discussion about integral educational program, this work shows some paradoxes pointed by teachers, such as: the monitoring is, at the same time, rejected and required as the guarantee of the quality in the Program implementation; there is a kind of incompatibility between the interdimensional education principles and the rankings and requirements for goals. The Integral Educational Program was implemented by state aiming at improving the educational indexes. Iit must appropriate the idiosyncrasies of particular school cultures, accepting and valuing the singularities of each school, and recognizing that the source of any change are always people.