“TRANSBORDAMENTO DA ESCOLA” NA PERCEPÇÃO DE PROFESSORES QUE ATUAM NA REDE PÚBLICA DE ENSINO DE SÃO LUÍS-MA

Abstract

The research, entitled "SCHOOL OVERFLOW" AS PERCEIVED BY TEACHERS WORKING IN THE PUBLIC EDUCATION SYSTEM OF SÃO LUÍS-MA, was developed within the Federal University of Maranhão, affiliated with the Graduate Program in Education (PPGE/UFMA), School, Curriculum, and Teacher Training Research Group. We adopted the concept of "overflow" introduced by Antônio Nóvoa (2005, 2007) in his works. The concept of "function overflow" is highlighted because, throughout the 19th and 20th centuries, schools were structured and evolved. However, along the way, they began to accumulate a variety of functions that impact the school experience, increasing the burden of responsibilities and activities. The author suggests that this situation will result in a school that overflows. The central research question is to investigate the existence of "function overflow" in schools and how teachers understand and experience this phenomenon in the school environment. The general objective is to understand the phenomenon of school function overflow from the perspective of teachers working in the municipal public school system of São Luís, Maranhão. The specific objectives are: a) to discuss the political and social role of schools and the existence of the phenomenon of "function overflow"; b) to characterize, from the perspective of teachers, the phenomenon of school function overflow as experienced in the school environment; c) to identify how teachers feel about the effect of "function overflow" in their school experience, analyzing the interaction between the individual and society, taking into account the multiple dimensions of the object of study and its interrelationships with reality. Regarding the critical perspective, Harvey (1996) highlights the role of critical discourse in social life, emphasizing that it assimilates all occurrences of social practices in different contexts. Furthermore, he values the relevance of critical discourse as an agent of social transformation, as do Resende and Ramalho (2004), who argue that, grounded in critical thinking, we can examine the interaction between individuals and society, considering the multiple facets of life and their relationships with the world around us. This research is qualitative in nature and involves an analysis that combines literature review, document analysis, and field data collection. This approach is based on an investigation that seeks to understand more deeply aspects of everyday life, aiming to understand how these elements are structured, as emphasized by Minayo (2016). Choosing a qualitative and exploratory method also implies recognizing the inductive, flexible, and receptive nature of the research, where hypotheses are not fixed but emerge throughout the analytical process, supported by the information collected. The main method used was through semi-structured interviews. The theoretical basis is composed of contributions from authors such as: Nóvoa (1998, 2005, 2007, 2009); Saviani (2010; 2011; 2013); Gramsci (1986); Charlot (2005); Frigotto (1989; 2015, 2017); Enguita (1998, 2004); Santos (2004); Vieira, Farias, (2007); Di Giorgi, Leite (2010), among others. The results indicated the occurrence of these spillovers in school functions. Teachers mentioned that these spillovers are a part of the school routine. Both educators and school administration have sought various strategies to mitigate the effects of these spillovers on students' lives. Although some spillovers present similar characteristics, their consequences manifest themselves uniquely for each professional, reflecting their reactions to these challenges. When carrying out a geographic analysis of the environment, it can be seen that local political and social issues impact all participants in the school dynamic, including management, teaching staff and, especially, students.