The state policy of enlargement of school time in Pará: slow effectiveness process
Full-time education is a recurring theme in the discussions in various segments in the context of Brazilian education, with special emphasis on studies that consider the relationship between public policies and educational experiences in full-time schools. In this sense, the article aims to present...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Recursos: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | EDUCAÇÃO: Teoria e Prática |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.rc.biblioteca.unesp.br:article/14292 |
| Acesso em linha: | https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/14292 |
| Access Level: | acceso abierto |
| Palavra-chave: | Educação Política Pública Escola de Tempo Integral Education Public policy Full-Time School. Educación Política pública Escuela de Tiempo Completo. |
| Resumo: | Full-time education is a recurring theme in the discussions in various segments in the context of Brazilian education, with special emphasis on studies that consider the relationship between public policies and educational experiences in full-time schools. In this sense, the article aims to present the historical process of implementation of the policy of full time in Public Schools in the State of Pará as a recent action. The research is characterized by a qualitative approach, having as methodological procedure the documentary research. The source of the data collection was the official education documents of Pará, in the period from 2007-2018 (PEE-PA/2010 and PEE-PA/2015, Resolutions no. 002/2012 and no. 003/2012-GS/SEDUC), the School Census/17 and the SEDUC-PA/18portal. The data were interpreted under the technique of content analysis. The results point to a slow process of adherence of government projects to the full-time agenda. Moreover, the programs were implemented without proper diagnosis of the structural conditions of the schools and without the preparation of the school community regarding the new requirements and challenges for the success of a new quality project in the public school with the provision of full-time activities. |
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