Escola Plural

Abstract

AntecedentsT HE FIRST years of the decade of the 1990s witnessed across the entire national territory a great increase of Elementary School registrations in order to meet the requirements of the Republic's new Constitution. Some challenges were immediately obvious to the municipal school boards. Access to public school for all school age children was the first major challenge for public educational policy.Belo Horizonte, at that time, already counted on the elementary level teaching staff being sufficiently qualified (more than 80% with a university degree), since the city had adopted a merit hiring system for teachers, that is, exclusively hiring through public exams. Besides being well qualified, a large part of the teaching staff was participating in pedagogical renewal movements, pressing for radical and significant changes. Some of the improvements being progressively implemented, like a democratic means of choosing school directors and the members of the school faculty; the introduction of pedagogical projects in the schools, and continuing education programs for teachers. But an overall municipal-level orientation to pedagogical policy that would direct these changes and contribute to the modification of the culture through a new conception of education was absent. The new school board committed itself to introducing pedagogical innovations that would contribute to the improvement of the quality of the public school. The main objective was to have a non-discriminatory, pluralistic, democratic, non-exclusionary public school capable of encompassing the entire student population independent of race, ethnicity and gender. In the breadth of the proposals, there was the implementation of a new conception of education and, consequently, of a new logic of school organization. The intention was to have a more culturally diversified curriculum that would incorporate art activities, place value on history and literature, and be open to the community without neglecting traditional disciplines. The intention also was for the students of public municipal schools to have progressive advancement in their scholarly development. There was severe criticism of the culture of student failures and grade repetition. In the discussions happier and more pleasurable school was emphasized, open to the community, that would contribute to the new challenge of public policy: retaining children and adolescents in the public schools.

O discurso conflituoso na internet: uma análise discursivo-interacionista de comentários em site de notícia / The conflictive discourse on the internet: a discursive-interactionist analysis of comments on news site

“…De modo geral, o MAM 15 Cf. Miranda (2007). A Escola Plural foi implantada na rede municipal de ensino de Belo Horizonte, no período 1993/1996.…”

Jovens que Não Aprendem? Pesquisa-intervenção a partir do Teatro-Conversação

“…Não houve condições de 7 No modelo da Escola Plural, em Belo Horizonte, a avaliação final passou a significar um diagnóstico global do processo vivido, subsidiando o próximo ciclo de formação, abolindo-se a reprovação com seus critérios clássicos. Diante disso, quando da detecção de algum aluno que não tenha alcançado um desenvolvimento equilibrado em todas as dimensões da formação apropriada ao ciclo de idade, dificultando sua interação em seu grupo de referência, recomenda-se a permanência deste por mais um ano, nesse mesmo ciclo (Miranda, 2007). Mais recentemente, esse sistema vem passando por mudanças, entre as quais a sugestão de que o aluno poderá ficar retido ao final de cada ano.…”

A passagem da educação infantil para o ensino fundamental: tensões contemporâneas

“…Em Belo Horizonte, a ampliação do ensino fundamental ocorreu a partir da implementação do Programa Escola Plural, em 1994 (Miranda, 2007). Entretanto, observa-se que há ainda pouco conhecimento sobre a escolarização de crianças de 6 anos no ensino fundamental e as questões postas a professoras, escolas, às próprias crianças e famílias tanto nessa rede de ensino como em outras redes de ensino brasileira.…”