Processos de hegemonização do nome Educação Integral nas políticas federais de ampliação da jornada escolar no Brasil

• Autor(a) principal: Sirino, Marcio Bernardino
• Data de Publicação: 2022
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/19446
• topic: Integral education; Educational policies; Demands; Hegemony; Phantasmatic logics; Educação integral; Políticas educacionais; Demandas; Hegemonia; Lógicas fantasmáticas; CIENCIAS HUMANAS::EDUCACAO::CURRICULO

This thesis investigates, in a discursive perspective, three federal policies for the expansion of the school day in order to identify the demands that were articulated in different times and spaces, through political struggle, to contribute to the process of hegemonization of the name Integral Education in Brasil. In the first chapter, the name Integral Education is problematized from the post-structural approach and from a post-foundational perspective, using as theoretical-analytical framework the Theory of Discourse – by Ernesto Laclau and Chantal Mouffe. With this theoretical framework, different ways of producing politics are stressed and the process of construction of hegemony is made explicit. To contribute to the process of (de)sedimentation of the name Integral Education, still in this first chapter, the discussion about Critical Fantasy Studies – organized by Jason Glynos and David Howarth, from the articulation between Discourse Theory with Lacanian Psychoanalysis – was activated in order to show how, in the federal policies for the expansion of school hours in Brasil, adherence to totalizing discourses that present the promise of plenitude-to-come is produced. In the second chapter, a reflection is presented on the humanist foundations that anchor the name Integral Education in Brazil by questioning the meanings attributed to the Conservative, Liberal and Socialist movements. These movements, by formatting a given vision of the human being – inhuman, according to Gert Biesta, contribute to the attempt to establish a subject's identity for educational policies. Understanding the subject as decentered, the considerations presented in the chapter corroborate the impossibility of personifying an ideal human being – advancing to the need to value difference and subjectivity in the construction/implementation of public policies. In the third and final chapter, two experiences of Integral Education on Brazilian soil (Educational Center Carneiro Ribeiro – CECR and Integrated Center for Public Education – CIEP) are rescued to identify demands that have been articulated, historically, in defense of the name Integral Education. By revolving these experiences, according to some inalienable principles for Integral Education, proposed by the Reference Center in Integral Education (CREI), clues/indications/traces of meanings of these experiences were found in the three policies for expanding the school day at the national level, which are the empirical material of this investigation, namely: Child Care Center (CAIC), More Education Program (PME) and New More Education Program (PNME). This theoretical-analytical movement made it possible to identify as demands that were articulated for the hegemonization of the name Integral Education in Brasil: integrated actions of education, health, assistance and social promotion; literacy and literacy expansion; expansion of the period of permanence of students in school and educational spaces; articulation of curricular subjects; pedagogical assistance; formative activities and favorable spaces; broader conception of education; human rights and articulation between institutions; mastery of reading, writing and calculation; comprehensive education/training; enforcement of rights; eradication of school failure; historical experiences; training for citizenship; inclusion; integration between policies; improvement of learning, quality of school flow, performance, results; unachieved goals; offer of accommodation for needy minors; educational opportunities; prevention; integral/social protection; financial resources; reduction of dropout, failure, age/year distortion; sustainability; educational territories; violation of rights; vulnerability, risk or social exclusion. From the articulation of these demands, it is possible to argue that the hegemonization of the name Integral Education has been materializing with the promise of an "integral totality" to the subjects – full of faults – of the training process and to advocate, at the end of this thesis, in favor of the 'end' of Integral Education.