The new round of expansion of full-time schools in São Paulo expands the program to younger children than those who were previously served.
The Department of Education’s expectation is that at least 250 more state schools will expand the journey to seven or nine hours a day, which would raise the number of units with extended load to 1,320, more than triple three years ago, when there were 364.
Each full-time school serves an average of 430 students. With the addition of 250 more units, the total number of students in the modality would rise from 460 thousand to 567.5 thousand.
The National Education Plan provides that at least 25% of students will have a workload of at least seven hours a day until 2024. Currently, the proportion is at 14% in the state network in São Paulo. With the planned expansion, it would go to just under 18%.
A spreadsheet circulating in schools contains the names of more than 1,224 units nominated by the Department of Education to adopt full-time.
Questioned by the report, the folder says that the adhesion process will last until June 15th and that there is still no decision made on the schools that will join the program.
In any case, an expansion to the 1,000-unit level is very unlikely in a year of severe budget constraints like this one.
The record of school inclusions in the PEI (Integral Education Program) was from 2020 to 2021, with 413 new units, before the worsening of the economic situation due to the pandemic.
This year, although the João Doria administration (PSDB) speaks of at least 250 new schools in the PEI, the Budget Guidelines Law project provides for only 147.
Full-time schools demand a greater investment from the state government mainly because teachers earn a bonus equivalent to 75% of their salary.
To join the program, schools must consult their councils made up of parents, students and educators.
Despite the bonus, some of the teachers resist the program. One of the reasons is that it prevents them from working in another municipal or private school, as part of educators to supplement their income.
Other criticisms refer to the exclusion of students who are unable to study for extended periods.
A study carried out by Eduardo Girotto, professor at USP, and Fernando Cássio, from UFABC (Federal University of ABC), based on a sample of schools in the city of São Paulo, showed that the introduction of full-time education led schools to serve students with a better socioeconomic profile. . In the surrounding regular schools, the opposite happened.
Repu’s technical note (Public School and University Network), which the two are part of, analyzes the spreadsheet that circulates in schools and concludes, based on the number of interested students informed, that, if the 1,224 schools on the list enter the PEI, more than 700,000 students can be relocated from college.
“It is especially worrying that an operation of this magnitude — with the potential to radically alter the routine of schools and hundreds of thousands of people — is conducted in an undemocratic manner and amid the demobilization of school actors due to the pandemic,” says the statement. .
“If the logic that has been governing the expansion of the PEI in recent years is maintained —disassociated from the demands and perspectives of the school communities—, the Program will continue to be an example of an educational policy that induces inequalities.”
Project coordinator at the Department of Education, Bruna Waitman says that large units that serve the most vulnerable students will be prioritized, which minimizes the effect of inequality.
To avoid losing students, the program also allows evening education to be maintained either full-time (from 2:30 pm to 9:30 pm) or in part-time education — in this second case, only morning students would have their hours extended.
At the Frei Dagoberto Romag school, in Campo Limpo Paulista, in the Jundiaí region, principal Erica Manchado says that the school council decided to maintain the partial night shift when asking for adherence to the program for next year — which still depends on the approval of the Secretary.
“We have many young people who have to work at night and, if the two shifts at school were integral, they would have to leave school”, he says.
As for elementary school students, the extension of the journey was decided based on the realization of the need for more intense work after the difficulties with remote education in the pandemic.
Leaving school due to the coronavirus was one of the reasons that led the Doria administration to expand the PEI for the early years of elementary school, says the department’s project coordinator.
Younger children, as a rule, had more difficulty adapting to distance education than others.
In the program, in addition to the expanded workload, they will have a tutor teacher to guide them in their studies.
The 33 best state secondary schools in São Paulo are full-time, according to the most recent IDEB, for 2019. The same is true for nine of the ten final years of elementary school.
The extended workload is also pointed out as one of the main factors for improving secondary education in Pernambuco, a national highlight in the area.
The study by researchers from USP and UFABC, on the other hand, shows that, by joining the PEI, São Paulo schools as a rule start to serve students of better socioeconomic status, which in itself increases the chances of good performance in the assessments, regardless of the role of the school.