Educação integral e escola de tempo integral no Brasil: uma análise do "programa mais educação"
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/3348 |
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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Resende, Maria do Rosário Silvahttp://lattes.cnpq.br/9438831227539163Resende, Maria do Rosário SilvaMacêdo, Kátia BarbosaRoure, Susie Amâncio Gonçalves dehttp://lattes.cnpq.br/1160396598421883Alves, Vinicius Borges2014-10-16T18:02:07Z2013-09-20ALVES, 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.http://repositorio.bc.ufg.br/tede/handle/tede/3348ark:/38995/0013000005tp8This 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.O presente estudo, dentro da linha de pesquisa Fundamentos dos Processos Educativos, tem como objetivo compreender os princípios, as características e a concepção de educação integral do Programa Mais Educação (PME). Esse Programa é uma iniciativa do Governo Federal em funcionamento na rede pública de ensino desde 2008. Regulamentado pela Portaria Interministerial nº 17 de 24 de abril de 2007, o PME integra o Plano de Desenvolvimento da Educação (PDE), sendo uma das principais medidas adotadas pelo Ministério da Educação (MEC) para as escolas de ensino fundamental. Na metodologia do estudo, adotou-se a pesquisa bibliográfica e a pesquisa documental. Com a pesquisa bibliográfica, procedeu-se a uma seleção, leitura e análise de diversas obras pertinentes à temática. Já em relação à pesquisa documental, buscou-se levantar, na legislação educacional, os principais materiais que regulamentam o PME, como é o caso da Portaria Interministerial nº 17/2007 e do Decreto 7.083 de 27 de janeiro de 2010. No aporte teórico, procurou-se enfatizar os postulados da Pedagogia Histórico-Crítica, propostos por Saviani (2009, 2012), e também a Pedagogia Crítico-Social dos Conteúdos, de Libâneo (2009). Com as proposições de ambos os autores, foi possível apresentar uma discussão acerca da concepção liberal de educação escolanovista. Para a análise do PME, propôs-se uma discussão a partir da seguinte indagação: a concepção educacional e os princípios políticos contidos na legislação que regulamenta o Programa Mais Educação apontam para uma Educação Integral? Para discutir essa questão, considerou-se necessário compreender alguns conceitos inerentes à temática, dentre eles: escola de tempo integral, educação integral e ampliação da jornada escolar. Na análise dos documentos do PME, identificou-se que a concepção de educação integral não se apresenta claramente definida. Seus princípios norteadores remetem à questão da educação integral como sinônimo de jornada escolar. No entanto, pode-se observar que algumas questões permitem pensá-la como projeto social: é o caso, por exemplo, dos critérios de adesão ao PME, da extensão da escola aos diferentes espaços da comunidade e das atividades propostas (as oficinas). De modo geral, o estudo permite dizer que a sistematização do Programa revela muitas fragilidades, como por exemplo, a valorização do magistério. Pode-se afirmar, também, que o Programa possui muitos elementos, os quais permitem entendê-lo como escola do acolhimento; um projeto de natureza assistencial; uma escola da socialidade em lugar de uma escola do conhecimento.Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2014-10-14T19:40:40Z No. of bitstreams: 2 Dissertação - Vinicius Borges Alves - 2013.pdf: 1133685 bytes, checksum: 56c0ee5151383d84a1278ba2326c9d29 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-10-16T18:02:07Z (GMT) No. of bitstreams: 2 Dissertação - Vinicius Borges Alves - 2013.pdf: 1133685 bytes, checksum: 56c0ee5151383d84a1278ba2326c9d29 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Made available in DSpace on 2014-10-16T18:02:07Z (GMT). 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dc.title.por.fl_str_mv |
Educação integral e escola de tempo integral no Brasil: uma análise do "programa mais educação" |
title |
Educação integral e escola de tempo integral no Brasil: uma análise do "programa mais educação" |
spellingShingle |
Educação integral e escola de tempo integral no Brasil: uma análise do "programa mais educação" Alves, Vinicius Borges Escola de tempo integral Educação integral Programa mais educação Política educacional Integral education More education program Educational policy Full time school CIENCIAS HUMANAS::EDUCACAO |
title_short |
Educação integral e escola de tempo integral no Brasil: uma análise do "programa mais educação" |
title_full |
Educação integral e escola de tempo integral no Brasil: uma análise do "programa mais educação" |
title_fullStr |
Educação integral e escola de tempo integral no Brasil: uma análise do "programa mais educação" |
title_full_unstemmed |
Educação integral e escola de tempo integral no Brasil: uma análise do "programa mais educação" |
title_sort |
Educação integral e escola de tempo integral no Brasil: uma análise do "programa mais educação" |
author |
Alves, Vinicius Borges |
author_facet |
Alves, Vinicius Borges |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Resende, Maria do Rosário Silva |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9438831227539163 |
dc.contributor.referee1.fl_str_mv |
Resende, Maria do Rosário Silva |
dc.contributor.referee2.fl_str_mv |
Macêdo, Kátia Barbosa |
dc.contributor.referee3.fl_str_mv |
Roure, Susie Amâncio Gonçalves de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1160396598421883 |
dc.contributor.author.fl_str_mv |
Alves, Vinicius Borges |
contributor_str_mv |
Resende, Maria do Rosário Silva Resende, Maria do Rosário Silva Macêdo, Kátia Barbosa Roure, Susie Amâncio Gonçalves de |
dc.subject.por.fl_str_mv |
Escola de tempo integral Educação integral Programa mais educação Política educacional Integral education More education program Educational policy |
topic |
Escola de tempo integral Educação integral Programa mais educação Política educacional Integral education More education program Educational policy Full time school CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Full time school |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
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. |
publishDate |
2013 |
dc.date.issued.fl_str_mv |
2013-09-20 |
dc.date.accessioned.fl_str_mv |
2014-10-16T18:02:07Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
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. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/3348 |
dc.identifier.dark.fl_str_mv |
ark:/38995/0013000005tp8 |
identifier_str_mv |
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. ark:/38995/0013000005tp8 |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/3348 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-5783558116907762136 |
dc.relation.confidence.fl_str_mv |
600 600 600 600 |
dc.relation.department.fl_str_mv |
2113337254376466508 |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.sponsorship.fl_str_mv |
2075167498588264571 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Educação (FE) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Educação - FE (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
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UFG |
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UFG |
reponame_str |
Repositório Institucional da UFG |
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Repositório Institucional da UFG |
bitstream.url.fl_str_mv |
http://repositorio.bc.ufg.br/tede/bitstreams/2af50788-2d16-48e7-885a-602a6247a4d6/download http://repositorio.bc.ufg.br/tede/bitstreams/e3ede923-3027-4084-8f9f-dee780dd5b9c/download http://repositorio.bc.ufg.br/tede/bitstreams/e416a487-cc59-4315-bafb-a3a8e68a9f12/download http://repositorio.bc.ufg.br/tede/bitstreams/0a410da4-2b37-4cfb-bdf0-32ad262257c9/download http://repositorio.bc.ufg.br/tede/bitstreams/5d7b4d6e-4019-4542-9512-d4281e98a715/download http://repositorio.bc.ufg.br/tede/bitstreams/cb78110e-db94-40db-ba40-11b1a93f0d68/download http://repositorio.bc.ufg.br/tede/bitstreams/5dbf98cd-7171-4ab2-80a3-311ea53d621d/download |
bitstream.checksum.fl_str_mv |
bd3efa91386c1718a7f26a329fdcb468 4afdbb8c545fd630ea7db775da747b2f 1e0094e9d8adcf16b18effef4ce7ed83 9da0b6dfac957114c6a7714714b86306 56c0ee5151383d84a1278ba2326c9d29 d9bb9c455658914a00055e220198ecad c4715912a635b5fbde63d2a9b070733f |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1811721407313215488 |