Educação popular e Programa Mais Educação: tessituras de uma educação integral na Grande João Pessoa

• Autor(a) principal: Lima, Francisco das Chagas Galvão de
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/18934
• topic: Educação popular; Educação integral; Mais educação; Educación popular; Educación integral; Más educación; Popular education; Full time education; More education; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Popular Education occupies several educational spaces and is modified according to the historical time in which it is situated, dialoguing with emancipatory educational practices and policies that allow the subjects of the working classes to enter the process of humanization and seek for their rights to be citizens. A seemingly simple answer to the effective guarantee for schooling that dialogues with school knowledge and popular knowledge articulated with the guarantee of social rights was brought by the Integral Education proposal that emerged in Brazil from pedagogical conceptions that were present in different historical times, such as the Anarchism, Integralism, and the School However, such conceptions have not been satisfactorily consolidated, especially the proposal of integral education posed by the Escolanovista movement, which had a significant resonance but found political and economic obstacles to its full realization as a right, as proposed by Anísio Teixeira. However, this research reveals that, although Popular Education is one of the pedagogical conceptions that also thought about the integral formation of the subjects, it does not appear officially in the guiding documents of the integral education of the MEC. In this way, we seek to know this relation between Popular Education and Integral Education, through the More Education Program, placing the thesis that Popular Education, in interface with Integral Education, is configured in a conception of Emancipatory Integral Education, since both a as the other places the subject in the centrality of the debate and of the educational activity based on integral formation, assuming the objectives of verifying how the educational experiences and practices of Popular Education constitute, historically, a movement that dialogues with Integral Education; as the Freirean theory provides theoretical and methodological elements that permeate the researches made in the scope of academic productions; and how the academic productions reveal what unfoldings, influences and implications that derive from these practices in the political and pedagogical field of Integral Education having as theoretical reference the origin, the methodology and the politico-philosophical position (MELO NETO, 2004; 2008), Freire (1967; 1978; 1982; 1987; 1996; 1997), Dubet (2005), Dewey (1977), Brandão (2002) , Esteban and Streck (2013), within a public policy of amplifying the school day allowed us to understand, with more scientific rigor, how these experiences happen and what political, methodological and philosophical developments follow from these approaches. The data obtained throughout the research were documented, bibliographical and content analysis (BARDIN, 2001) contained in the reports and results of experiences and educational practices on the More Education Program in the metropolitan region of João Pessoa. As results, our findings show that Popular Education has been with the capitalist market in a constant field of ideological, theoretical, philosophical and methodological dispute with education as the object of this dispute; that there are approximations between Popular Education and Integral Education, through the More Education Program, which were given in the empirical field, in the description of the subjects, in the categories of analysis, methodology and educational objectives; that the implementation of the more education program was difficult to consolidate; and that in the face of the new policy instituted under the name of Programa Novo plus Educação, it promotes serious budget cuts, removes the character of integral formation and opens the field of integral education for the massive exploitation of the private sector.