Programa Mais Educação em escolas públicas municipais de Alta Floresta-MT : uma análise da educação em ciências

Abstract

The present investigation focuses on the Program More Education (PME) in the public municipals schools in Alta Floresta (High Forest) – MT giving centrality of Education in Science. The interest in the study of the referred program, results the understanding in which treats it is a policy of integral education, thematic that is indicated as a condition for improvement a quality of education. The oriented study by following questions: Which are the finalities of PME? Which are the conceptions of the integral education preconized in PME? What is science it is working in context of the PME?Which is conception of science education and science conveyed in the PME? The Investigation Methodology was based in a Qualitative Approach. The Study Field was built by two public municipals schools of basic education that proffer the PME.The research involved the following subjects: Coordinator of PME (on local scope); teachers (coordinators of PME at the schools), teachers who work science on the II Cycle and monitors that work with the science workshop.The instruments used in data collection were: Questionnaires, Document Analysis and Interviews. The theoretical referential was anchored in authors that investigate the integral education(AZEVEDO, 2010; JAEGER, 2001; FREITAS, 2009; NUNES, 2010; GADOTTI, 2009; CAVALIERE, 2002; MAURÍCIO, 2009; COELHO, 2008, between others). Analyzes indicate that the program was instituted by Interministry ordinance n.º 17/2007 and integrates the actions of Education Development Plan (PDE). The purpose it is to foment activities to improve the school environment, having based in development studies by the Fund United Nations for childhood (UNICEF), utilized the results of Brazil Proof of 2005.With this strategy, the Federal Government intended to overcome the educational deficit by the extension educational journey and organization curricular, on the perspective an Integral Education.The curriculum components preconized in PME are organized into macro fields therefore if branch for specific activities in a holistic perspective constituting a big web: Pedagogic Accompaniment, Environment, Sport and Leisure, Human Rights in Education, Culture and Arts, Digital Inclusion, Promotion of Health, Educommunication, Investigation on the Field of Science Nature, Economic Education. With referred the activity in the field of Nature Science the data indicate which is interaction between teachers and monitors is fragile. There is evidence of conflict between teaching proposals developed in workshops and in the context of the classroom. It was concluded where there is need to promote reflections and collective actions in perspective of potentiate the interaction between teachers and monitors and so to carry out the purposes of More Education Program.