Inducing policy of integral education: analysis of the program implemented in Belterra/PA

• Autor(a) principal: Sousa, Lília Travassos de
• Data de Publicação: 2021
• Outros Autores: Colares, Maria Lília Imbiriba Sousa
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/26651
• topic: Educação Integral; Currículo; Infraestrutura; Financiamento; Educación Integral; Reanudar; Infraestructura; Financiación; Integral Education; Curriculum; Infrastructure; Financing

This study addresses the educational policies that induce Integral Education from the analysis of the programs implemented by the Municipal Education and Sport Secretariat (SEMED) of Belterra/PA. The research is guided by the following question: Which Integral Education programs were implemented by SEMED in Belterra/PA, based on the constitution of the curriculum, infrastructure and financing for these programs? The research methodology consisted of literature review, survey and document analysis. It was found that SEMED did not develop local Integral Education programs, however, it implemented educational policies from the federal government such as the More Education Program (PME) in 2012 and from the year 2016 of the new more education Program (PNME). We identified that the delay in the transfer of funds for the execution of the PME and PNME caused paralysis, even if temporary, of the activities whose main objective is to improve the learning of students with low school performance and social vulnerability, by expanding the school curriculum and the time spent in school. The study concludes that despite Integral Education is not intrinsically linked to the extension of school time, we show that, in order to improve it, we must think about expanding the curriculum, infrastructure (spaces and organization of time) and financing.