O Programa Escola em Tempo Integral no contexto atual das políticas educacionais brasileiras

Abstract

This dissertation investigates the Full-Time School Program (Programa Escola em Tempo Integral - PETI) and aims to understand how this program fits into the current context of Brazilian educational policies. The research, based on a qualitative approach, is grounded in historical and dialectical materialism as its central theoretical-methodological framework, from which the policy cycle approach and content analysis unfold as investigative tools. The analysis of the context of influence has shown that the program emerges within a field of hegemonic disputes, marked by the influence of financial groups that promote a partial and managerialist educational project, in opposition to a concept of integral education guided by omnilaterality. In the context of text production, the analysis of legislation and guiding documents revealed that PETI is constituted from a fundamental contradiction: although it employs a progressive discourse, it operates through a neoliberal rationality, manifested in elements such as vertical and centralized control, performance-based evaluation, and a funding logic that promotes job precarization. In the context of practice, based on interviews with a school principal, the results showed that the policy is actively recontextualized and contested. The principal, drawing from a pre-existing and autonomous pedagogical project, resists PETI's guidelines by basing the curriculum on community needs, but is confronted by the material contradictions of the policy, such as bureaucracy and the incoherent funding logic, which lead to the intensification of their work. It is concluded that PETI is inserted into the current context of Brazilian educational policies as the expression of a neoliberal rationality that, under a progressive appearance, legitimizes a partial education project