Programa Mais Educação em Bagé: uma proposta de Educação Integral?

Abstract

In actuality, it has been increasingly frequent speech Salvationist within the public sphere that feeds the protagonist experienced by civil society in recent times by some public policies that accumulate various experiences in the field of care, including education, with State support that acts focused and directed, according to political and economic interests. Public policies in the federal government began to be translated into programs in recent years. The school has taken a prominent place in the development of these actions that put students at the center of these actions. The Fulltime Education has been in governmental discourses, identified as a possible answer to the demand for quality education that enables point towards new alternatives for education. This research analyzes the concept of Fulltime Education in this Normative Interministerial N°. 17/2007 establishing the ―Programa Mais Educação‖, part of the ―Plano de Desenvolvimento da Educação (PDE)‖.Main objective was to analyze the extent to which the actions of this program refer to a proposed Fulltime Education that aims the learning process meaningful and emancipatory school Municipal ―Azul‖ Elementary School in the city of Bagé/RS. For this, we used as reference the historical and dialectical materialism as a possible theory of interpretation of the educational reality that offers the tools of thought to apprehension the reality of multiple determinations. This is a survey of the case study that relied on documentary analysis and literature review on the topic. As methodological strategies were used participant observation and semi-structured interviews. For the interpretation of the data followed the guidelines of content analysis of Bardin (1977). The research revealed that the Programa Mais Educação provides for the supply of Fulltime Education, through the realization of social and educational activities after school, but there is a contradiction between the theoretical proposal defended and practice observed. With respect to the challenges to the effective realization of an emancipatory Fulltime Education, include: the training of monitors; little or no dialogue between educators from both shifts in school, lack of adequate space for activities, not interconnection of shifts and a fragmented education, presented only in part and not expanded into a Fulltime Education.