Políticas públicas de educação integral no Brasil: conquistas e desafios

• Autor(a) principal: Hayashi, Marcelo Innocentini [UNESP]
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/156869; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2018-07-04/000905152.pdf
• topic: Educação - Brasil; Educação integral; Políticas públicas; Public Policies

Since 2001, integral education has been incorporated into Brazilian government plans and programs as part of the public education policy agenda, through the implementation of the extended day in basic education on a national scale. Debates and discussions occurres in society and at the academic level when it comes to defending or challenging education from that perspective. This thematic is treated in this monograph that seeks answers to the following research questions: a) what are the theoretical bases that historically based the concept of integral education? b) how is integral education expressed in the legal texts of public education policies in Brazil, notably in the Lula, Dilma and Temer governments? c) What were the changes in the legal bases of public education policies that impacted integral education? Due to these research problems, the following objectives were established: a) to draw a historical overview of the ideals of integral education and public education policies that adopted this perspective in Brazil; b) to identify and analyze, from a critical perspective, the presence of integral education in the legal texts of the educational public policies of the country, especially those elaborated and executed in federal scope from the governments Lula, Dilma and Temer, as well as other legal matters (draft laws, provisional measures and draft constitutional amendments); c) reflect on the changes that have taken place in public education policies, especially from the perspective of integral education, conducted by the federal government. From the methodological point of view the research characterizes itself as a theoretical essay of bibliographical and documentary character. The essay begins with the presentation of the ideology of integral education from a historical perspective. Next, the legal bases of public education policies in the country are presented, from the first Lula government (2003) to the present time, focusing on...