Between Presence and Belonging: School Climate in the Full-Time Education Program

Abstract

The study aims to analyze the influence of the principle of the pedagogy of presence in building a more welcoming school climate and improving learning within the context of the Full-Time Education Program (PEI), under an interdisciplinary perspective anchored in the epistemology of complexity. The research, which combines a literature review with a case study conducted in a public school in the Greater ABC Paulista region through questionnaires administered to teaching professionals, highlights the scarcity of empirical investigations on the subject. The results reveal that the active presence of the educator, through practices such as tutoring and active outreach, strengthens pedagogical bonds, increases student participation, and significantly contributes to school performance. The pedagogy of presence is understood as a catalyst for the integration of knowledge, promoting a holistic education that transcends traditional disciplinary boundaries. Despite challenges such as teacher workload, lack of time for planning and continuing education, and the need for greater support from school management, the study concludes that the pedagogy of presence offers a new and promising perspective for integral education. It emphasizes its interdisciplinary dimension in fostering a comprehensive and complex formation of students, preparing them for the challenges of the 21st century. The article also suggests the need for future longitudinal and broader research to deepen the understanding of this complex phenomenon.