FULL TIME SCHOOL: DIMENSIONS OF ANALYSIS, IDEAS, AND HYBRIDITIES OF EDUCATION PUBLIC POLICY

• Autor(a) principal: Pires, Carlos
• Data de Publicação: 2018
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EDUCAÇÃO: Teoria e Prática
• Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/11985
• topic: escola a tempo inteiro; escola pública; política educativa; análise das políticas públicas

The full-time school idea (FTS) in Portugal is associated with the public school mission and the state role in the provision of integral education of the child / student and promoting equal opportunities in access to public education services to ensure the effectiveness and quality of learning and the education system. The problematics of the FTS, regarded as a public policy education, advocates the emergence of "new" forms of educational action, another conception of public school, which monopolizes the integral education of the student, and other modes of administration in providing public services of Education. The theoretical option for an interpretative approach based on "public policy analysis" allows to perceive the proposed ideas and the political and educational problems for which the FTS policy is presented as built solution. This approach highlights the hybrid nature of the implementation "models" of the policy present in the tensions between homogenizing tendencies, coercive, centralist and statist tendencies and decentralizing, proposing diversity, the principle of subsidiarity and freedom of choice. Keywords: Full-time school. Public school. Educational policy. Public policy analysis