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IN THIS ARTICLE, WE PRESENT THE RESULTS OF THE ATLAS PROJECT OF THE SÃO PAULO STATE EDUCATION NETWORK, DISCUSSING THE IMPORTANCE OF SOCIO-SPATIAL ANALYZES IN THE PLANNING OF EDUCATIONAL POLICIES. WE ANALYZE HERE THE INTEGRAL EDUCATION PROGRAM (PEI) IMPLEMENTED BY THE STATE EDUCATION SECRETARIAT OF SÃO PAULO (SEDUC-SP) FROM 2012. FOR THIS PURPOSE, WE ELABORATE MAPS CORRELATING DIFFERENT VARIABLES, DEMONSTRATING HOW SUCH PUBLIC POLICY HAS CONTRIBUTED TO INCREASE SOCIO-SPATIAL INEQUALITIES AND EDUCATIONAL ACTIVITIES, FAVORING SCHOOL UNITS LOCATED IN AREAS WITH THE BEST STRUCTURAL CONDITIONS IN THE CITY. IN ADDITION, WE CONDUCTED INTERVIEWS WITH ALUMNI AND MANAGERS OF PEI SCHOOLS IN ORDER TO UNDERSTAND HOW THESE SUBJECTS UNDERSTAND AND APPROPRIATE THE PROGRAM’S OPERATING LOGIC, BASED ON A MANAGEMENT MODEL FOCUSED ON TEACHER AND STUDENT ACCOUNTABILITY WHICH BLAME INDIVIDUALS WHO MAKE UP THE SCHOOL FOR SCHOOL FAILURE.

Geografia, política educacional e desigualdade: o caso do Programa de Ensino Integral do Estado de São Paulo (2012-2018)