32 SES 09 B, Educational Reform Policy and Organizational Change
In 2012, the Full-time Education Program (PEI) was implemented by the State Government of the State of São Paulo-Brazil for the high school level. This initiative focused primarily on the improvement of the education offered at the final stage of the basic education system, which was in great need of public actions to promote the development of those involved in it. In 2014 the PEI was expanded to include the final years of Elementary Education and in 2015 went on to also cover the early years of Elementary School. The Government has the goal of reaching 1000 schools with this program throughout the entire State of São Paulo, until 2018. According to the State Department of Education website, the PEI program should be functioning in 297 public schools by December 2016. In this program, the full-time education schedule will mean students spend between 8 and 9 hours daily in school. The PEI program has the goal of developing students to become young protagonists who are independent, caring and competent. The schools that decide to participate in this program are required to have the voluntary compliance of the entire school community, in this context meaning all teachers, educational coordinator, vice-principal and principal. After adhering, a project should be developed so that the school and professionals who wish to participate in the PEI program can enroll in the selection process. Everyone goes through this process, because none of the professionals who work in the PEI program are permanent hires of the school they work at. The prerequisites are: teacher with permanent contract in the State of São Paulo for three years or more, with no history of absences, have a willingness to learn with students and colleagues. A transformation will be promoted for the development of school activities, which will be both material - installation of computers with internet access, purchase of equipment for the assembly of science and math labs, cleaning, organization of spaces and offering of meals (breakfast, lunch, snacks) and salary increase; as well as immaterial: extended time for study, provision of facilities for the training of professionals who work in the school, appreciation and recognition. Since one of the PEI program's principles is full-time dedication, elective courses are offered, developed by teachers of the same knowledge area or not, Youth Clubs with the development of projects developed by students (in the clubs, young people are gather without any relation to their year in school) with the support of the Principal, who will assist them, when intervention is necessary; the teachers and management staff act as guardians of the students in preparing their Lifetime projects. This research had the purpose of discovering what the players involved in schools (students, teachers, coordinators, managers and other staff) think of the Full-time Education Program (PEI) of which they are a part of; what are the personal learnings and relationships established at school and how they are translated and developed by these players, in relation to the spaces and times in schools. All based on the hypothesis that the relationships fostered by the PEI program could become, or are in the process of becoming, learnings that put teachers, students and managers as protagonists of their actions and their life projects.
LÜDKE, M.; ANDRÉ; M. E. D. A. Pesquisa em educação: abordagens qualitativas. São Paulo: EPU, 1986.
SÃO PAULO. Assembleia Legislativa do Estado de São Paulo. Lei Complementar no 1.164, de 04 de janeiro de 2012. Institui o Regime de dedicação plena e integral – RDPI e a Gratificação de dedicação plena e integral – GDPI aos integrantes do quadro do Magistério em exercício nas escolas estaduais de ensino médio de período integral, e dá providências correlatas. Disponível em: http://www.al.sp.gov.br/repositorio/legislacao/lei.complementar/2012/lei.complementar- 1164-04.01.2012.html. Último acesso em: 16 jan. 2016. (2012a)
SÃO PAULO. Secretaria da Educação do Estado de São Paulo. Resolução SE no 12, de 31 de janeiro de 2012. Institui o Projeto Escola Estadual de Ensino Médio de Período Integral e estabelece diretrizes para a organização e o funcionamento das Escolas Estaduais de Ensino Médio de Período Integral de que trata a Lei Complementar no 1.164, de 04 de janeiro de 2012, e dá providências correlatas. Disponível em: http://www.mpsp.mp.br/portal/page/portal/Educacao/Legislacao/Estadual/Res%20SE%2012 %20-%20ProjetoEscolaEnsimoM%C3%A9dioIntegral.pdf. Último acesso em: 16 jan. 2016. (2012b)
SÃO PAULO. Assembleia Legislativa do Estado de São Paulo. Lei Complementar no 1.191, de 28 de dezembro de 2012. Dispõe sobre o Programa Ensino Integral em escolas públicas estaduais e altera a Lei Complementar no 1.164, de 2012, que instituiu o Regime de dedicação plena e integral – RDPI e a Gratificação de dedicação plena e integral – GDPI aos integrantes do Quadro do Magistério em exercício nas escolas estaduais de ensino médio de período integral, e dá providências correlatas. Disponível em: http://www.al.sp.gov.br/norma/?id=169046. Último acesso em: 16 jan. 2016. (2012c)
SÃO PAULO. Secretaria da Educação do Estado de São Paulo. Disponível em :
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