Mais Tempo de Escola: estudo sobre a repercussão de um projeto de ampliação de jornada escolar, na experiência de escolarização dos alunos participantes

• Autor(a) principal: Esteves, Tatiana Ribeiro dos Santos
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/9960
• topic: Full period education; School journey expansion; Public policies; Educação integral; Ampliação de jornada escolar; Desenvolvimento escolar; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This thesis is part of the studies in the Policy, Rights and Differences field in Master s degree of the University of Rio de Janeiro State (UERJ). It is a survey on a school journey expansion project performed in a public school in Niterói. This research was held from the question: what outcomes the school journey expansion brings to school and to students? To answer this question, I set as general objective look into the elementary and basic school students performance that stays at least three years in the extended school journey. In methodological regarding, was constituted in an instrumental case study, that described, discussed and analyzed the complexity of a real case of a school journey expansion project performed by a mixed capital company, that act as a partner of the school studied here. From the project into effect, a cut out of the reality showed as necessary to reach the object of the study, which seems as the systematization of the performance of the students that participants in the extended journey project. The academic performance was handled from the students evaluation indicators that already existing in the school studied here, as well both internal and external grades and records; the results of Prova Brasil and IDEB; and school attendance. Is a methodological part of this study the research and analysis of governmental and school files; the research and analysis of both internal and external students evaluation; interviews and field observation. To support this study were used as full period education and school journey expansion theoretical reference the studies of CAVALIERE (2002, 2009, 2012), COELHO (2009), MAURÍCIO (2009, 2012); regarding evaluation indicators and academic performance discuss were used the studies of BROOKE (2008) e LAHIRE (1997)