As concepções das escolas públicas municipais de Santa Cruz do Sul sobre o espaço social dos alunos inseridos em projetos extracurriculares.

Abstract

The current study aimed know what conceptions about students’ social spaces are expressed in extracurricular projects developed by municipal public schools of Santa Cruz do Sul, specifically as to what is set in educational policy projects and through school managers’ testimonials. This study is justified to the extent that knowledge about the way the educators realize the social space, through the political-educational and extracurricular projects offered to the students and the community, may serve as example to other educational schools, enabling new plans in concern of developed projects. We carried out an informal interview with the Secretary of Education and Culture which has been characterized the reality of municipal schools. After this, semi – structured interviews were performed with the leaders and teachers in charge by the projects of 4 schools randomly chosen. Two projects of each school were chosen for analysis, and the criteria used were those who involved the maximum number of participants, and those who were being developed in 2007 that would continue into 2008. Through the political and pedagogical projects and interviews, it was observed that most families belong to the working class, live in slums and have low income, a large part survives with social programs like “Family Bag” temporary jobs in the tobacco industries (catchers) or are self-employed (such as scavengers), others are cleaning or performing informal work (including illegal activities). The school education is minimal, most has not completed the primary school. Family are numerous and humble, many live in huts with poor conditions, the children live mostly with mother / father or stepfather / stepmother. Some are considered lacking and from broken homes due unemployment, alcoholism and drug use. There isn’t space for leisure or to develop a culture in the community. In some neighborhoods there aren’t health post or EMEI, also observed that there isn’t sanitation, the streets are not paved neither channeled and there is not police station. What's in common is that all schools mentioned factors such as violence, drugs and alcohol presented in the everyday of community. Despite this, students like or are accustomed to the neighborhood where they live. The school is the benchmark in all districts, it seeks to help in every way. In conclusion, it was found that part of managers and teachers until know the area where their community is saved, but still not enough to better direct their actions. The extracurricular projects must meet the needs of students and community according to the peculiarities of the environment in which school is located. But we saw that the choice of projects is undertaken by the management team or as the encouragement of SMEC and partnerships without the involvement of the community. The participation of the community and every group in school decisions that deal with concerns of the local community and in the preparation of projects and their implementation.