Integral Citizen School: Perceptions of High School Teachers about the Practice of Tutoring

Abstract

School dropout rates and low rates in large-scale assessments are two of the biggest problems in Brazilian Basic Education, especially in High School. In this context, the Government of Paraíba adopted the Escola da Escolha model, with a view to improving the quality of education offered. One of the specific features of the model is the pedagogy of presence, in which we highlight tutoring, an educational practice in which teachers monitor students more closely. In this sense, this research sought to identify the conceptions and practices of teacher-tutors in the context of an Integral Citizen School in the State of Paraíba. Therefore, a qualitative and exploratory research was carried out. The case study had the participation of eighteen teachers who answered an online questionnaire containing ten questions, six of which were open and four were closed. With the data obtained, it was possible to understand how the teachers' practiceswere and their main difficulties. The teachers' speeches led us to observe the similarity between tutoring and Educational Guidance, making it necessary to review the specifics of the comprehensive model, the teachers' working conditions, as well as the valuation and presence of educational advisors in schools.