Educação integral e escola de tempo integral no Brasil: uma análise do "programa mais educação"
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Data
2013-09-20
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Universidade Federal de Goiás
Resumo
This study, within the search Fundamentals of Educational Processes line, aims to understand
the principles, characteristics and design of integral education of More Education Program
(PME). This program is a Federal Government initiative operating in public schools since
2008. Regulated by Act nº 17 of april 24, 2007, the PME is part of the Education
Development Plan (PDE), one of the main measures adopted by the Ministry of Education
(MEC) for elementary schools. In the methodology of the study adopted the literature and
documentary research. With the literature, proceeded to a selection, reading and analysis of
various relevant to the theme. Regarding the documentary research sought to raise in
educational legislation, the main materials that regulate the PME, such as the Ministerial
Decree nº 17/2007 and Decree 7083 of January 27/2010. In the theoretical approach to
emphasize the postulates of Pedagogy Historical- Critical proposed by Saviani (2009, 2012),
and also the Critical Social Pedagogy of the Contents of Libâneo (2009). With the
propositions of both authors, it was possible to present a discussion of the liberal conception
of New School education. For the analysis of PME, proposed a discussion from the following
question: educational design and policy principles contained in legislation governing More
Education program show an Integral Education? To discuss this issue, it was considered
necessary to understand some concepts inherent to the subject, including: school full-time,
comprehensive education and expanding the school day. In the analysis of the documents of
PME, found that the concept of integral education has not clearly defined. Its guiding
principles refer to the question of integral education as synonymous with school day.
However, it can be observed that some questions allow think of it as social project: is the case,
for example, the criteria for accession to the PME, the extension of the school to different
areas of the community and the proposed activities (workshops). Overall, the study allows us
to say that the systematization of the program reveals many weaknesses, such as the
appreciation of teachers. It can be stated, too, that the program has many elements, which
allow to understand it as the host school, a project of assistance nature, a school of sociality
rather than a school of knowledge.
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Citação
ALVES, Vinicius Borges. Educação integral e escola de tempo integral no Brasil: uma análise do "programa mais educação". 2013. 129 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2013.