SCHOOL ORGANIZATION AND THE BASES OF THE INTEGRAL EDUCATION MODEL IN PARAÍBA

Abstract

This reflection arises from the current (and fashionable) discussion about the “new” comprehensive school model currently implemented (or rescued) to meet the “new” pedagogical model proposed for the secondary education level. The first issue we raise is the disassociation of this proposal with the educational context we are living in, apparently it is as if the school organization did not fit into a political and social context experienced in a certain period of history. In a context of neoliberal reforms, education reflects strategies to (con)form citizens into the new reality, with the school being a vehicle for disseminating this (con)formation. In this way, understanding the school as a field of disputes and social interests, in this work we aim to reflect on the bases that guided the conception of integral school education in the 1930s – when the New School renewal movement was institutionalized in our country – and in the current context, more precisely from the year 2016, when neoliberal reforms for education became popular, and how these reverberate in school organization (whether structural or curricular). To this end, we chose the state of Paraíba as a spatial area and methodologically based ourselves on the literature review. As a result, we have a panorama that does not dissociate educational reforms from school models that (con)form students for politically established situations.