O Programa Mais Educação na Diretoria de Ensino da região de Marília-SP

• Autor(a) principal: Mathias, Sônia de Lourdes Assuino [UNESP]
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/136761; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/14-03-2016/000860164.pdf
• topic: Educação integral; Políticas públicas; Educação e Estado

This study's goal is to discuss whether the Programa Mais Educação (PME), More Education Program in free translation, presented as a full-time school public politic, effectively constitutes an educational public politic, with the purpose of promoting the full-time education, as well as to present data demonstrating its evolution comparatively to the federal, São Paulo state and Regional Education Board of Marília city. The PME was created by the Brazilian Federal Government in the year of 2007 and implemented in the public basic education starting in 2008, promoting an increase in the studying hours by including socio-educative activities after class hours. Along this work, key differences between a full-time education and a full-time school are presented, from the conceptual basis offered by Classical thinkers who already discussed an individual's full-time education, through the Enlightenment, until contemporary New School intellectuals, who deal with the renovation of teaching and strongly influence the Brazilian educational thinking. Full-time school models idealized and implemented by Anísio Teixeira and Darcy Ribeiro are highlighted, as well as the full-time education concept by Paulo Freire. These three Brazilian intellectual's works and the role in the country's public life in the education area provided the foundations for the implementation of other full-time school models in Brazil, including the Programa Mais Educação. Discussion of all the foregoing leads to the understanding the PME's implementation was, in certain moments, done in disagreement to its own legislation. Its territorial distribution is presented with little transparency and its offer is restricted to portion of the students of each school, leading to the conclusion that, more than a state public education politic, the PME carries the name, shape and methods related and subordinated to whoever is, at the time, leading the country's educational...