THE INTEGRAL EDUCATION PROGRAM IN SÃO PAULO

CONFIGURATIONS AND PROPOSALS FOR INTEGRAL AND INTEGRATIVE EDUCATION

Abstract

This article proposes a contribution to discussions in the field of Integral Education, based on an understanding of how the current configurations of the Integral Education Program (PEI), implemented and massively expanded in the state of São Paulo since 2012, contribute to its development. The study was carried out based on documentary research of legal regulations and PEI directives and a bibliographic review of scientific articles published between 2012 and 2024, theoretically based on the writings of Cavaliere (2002), Paro (2008), Possession, Almeida and Moll (2016) and Girotto and Oliveira (2023). The results converge towards an increase in the extension of the school day, although with few elements that support the full development of students. In view of the results, propositions are presented for the reconfiguration of full-time school programs that have education as their central axis from an integral and “Integrating” perspective, which, in addition to the multidimensionality of the subjects, favors the construction of bonds of affection between students and educators, between community and school to strengthen learning.