Abstract:

The Integral Education Program (PEI) in schools in the state of São Paulo began in 2012, based on the program “Educação Compromisso de São Paulo “ (SP), with the purpose of creating a new pedagogical and management model, aiming at improving of educational results in Basic Education, based on the training of competent, solidary and autonomous students, as well as offering their teachers a more attractive teaching career regime. The program is based on excellence in management, protagonism, continuing education, co-responsibility and replicability. PEI can be understood as an instrument of change and innovation, explained in the Educational Policy of the institution of education in the state of São Paulo (SP), whose mission is to promote access, permanence and successful learning for students of state public schools . The goal of the present study was to analyze the academic results of a state public elementary school in São Paulo that joined the integral Teaching Program. This is a descriptive research, which analyzed the results of the three Assessments of Learning in Process (AAP), applied to 382 students from the 1st to the 5th year of Elementary School I, the (AAP) were carried out in the 1st, 2nd and 3rd bimesters of the year 2022. The (AAP) covered multiple-choice questions that identified the performance of students through skills and abilities of Portuguese Language and Mathematics of the Official Curriculum of the State of SP, through test books formulated by the state secretary of education and the results made available in the school digital office, students were classified according to the level of proficiency presented, as it follows: Very low; Low; Average; High. For comparative analysis between students (AAP) the test “t” was applied for dependent samples, the adopted significance level was p<0.05. The results demonstrate a statistically significant difference when compared to the 1st AAP to the 3rd AAP from the first to the fourth year of elementary school in the subject of mathematics. Despite academic progress, no statistically significant difference was found for students in the 3rd, 4th, and 5th years in the subject of Portuguese language. The fifth year did not show a significant difference between the AAPs in any of the evaluated subjects. It is concluded that students in the first 4 years of schooling presented greater ability in the subject of mathematics when compared to the subject of Portuguese language, and that students in the first two years of elementary school showed academic predominance in the evaluated subjects when compared to students in the final 3 years of elementary school. It is also concluded that the fragility of the results focuses on the language skills from the 3rd year of schooling, as well as on the skills of both subjects for 5th-year students. Finally, it is understood that there is a need for effective and differentiated work for students from the 3rd to the 5th year, with an adequate work plan to act in the development zone of these students with a focus on overcoming gaps, and thus driving the full potential of this population towards academic success.

Keywords:

Integral Teaching Program, Assessment of Learning in Process, Students, Educational Outcomes.