BETWEEN THE CLASSROOM AND THE CITY

MONITORS AND TEACHERS IN THE 'APRENDER MAIS' PROGRAM – PAM

Abstract

This article analyzes the participation of monitors in the Programa Aprender Mais (PAM), implemented in schools of the municipal network of Fortaleza, and discusses its impacts on student learning and the articulation between monitors, teachers, and pedagogical coordinators. This qualitative study used triangulation technique and was based on interviews with the three groups of actors involved, in two schools with different performances in the IDEB index. The findings reveal that monitors significantly contribute to learning, especially for students with greater difficulties, by assuming functions of mediation, reinforcement, and motivation. However, challenges emerged related to the lack of specific training, high turnover, structural limitations, and the absence of formal time for joint planning. As strategies, the study identified the value of informal interactions, the strengthening of the affective dimension, and community mobilization to ensure family engagement. The critical analysis shows that, although the program contributes to democratizing access to educational practices, it also reproduces tensions typical of the neoliberal context, such as the precarization of work and the individualization of responsibilities. The article concludes that PAM highlights the need for stronger public policies of professional recognition, training, and appreciation, reaffirming the relevance of the research to the interdisciplinary field of Urban Management and Development, by emphasizing the school as a strategic urban facility and a space for citizenship building.