Escola de Tempo Integral: uma análise da implantação na Rede Estadual de Goiás (2006 2010)

• Autor(a) principal: SILVA, Flavia Osorio da
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/2018
• topic: Políticas públicas educacionais; Organização do tempo e do espaço escolar; Educação integral; Public education policy; Organization of time and school curriculum; Full time education; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study is part of the research line State, Policy and History Educationa of the Program of Post- Graduation in Education from Faculdade de Educação, Universidade Federal de Goiás. Has as goal the extension of school time in the public schools of Goiás from 2006 to 2010. Using the literature and documentary, this study focuses on describing the trajectory of the implementation of the State School Full-Time (EETI) from 2006 until the year 2010, considering the actors involved, the characteristics of management, monitoring and financing of the proposal. The desk research was based on the literature documents that formed the Pilot School Full Time State of the State Secretariat of Education of Goiás (Seduc / GO), namely, sent letters, directives, operational guidelines and teaching, reports, plans action and an example of Political-Pedagogical Project of one of EETIs. Were also used as a basis for the search to educational legislation, national and state levels, with emphasis on elementary education; the legislative texts, research (theses and dissertations) and books. The EETIs in Goiás meet elementary school students over a period of ten hours daily. The financing of the proposal come from features Fundeb, a part of the appeal of the State Treasury is decentralized to the school and partly managed by the very Seduc / GO. The organization of school time is defined by the school unit, with the guidance of Seduc / GO offering students a permanent educational activities, such as computer labs, language and science and research activities, and activities: sports, cultural and social experience integrated into the core curriculum. Through analysis of reports Seduc / GO, it appears that the entire deployment process took place in a tumultuous, schools improvised the physical structure and material and human resources to initiate the operation full time. Considering the political moment, the immediacy found in the implementation of EETI can characterize this project as an electioneering action, subject of political debate in the elections.