Mais Educação, Novo Mais Educação e Aprender Mais: avaliação da política de educação em tempo integral no município de Fortaleza-CE

Abstract

This study aimed to evaluate the specific aspects of the Full-Time School Policy within the scope of the Mais Educação, Novo Mais Educação, and Aprender Mais programs in the municipality of Fortaleza, focusing on financing, the selection/hiring process of monitors, and the reconfiguration of school spaces. The foundations of the public policy for full-time education were based on Brasil (2009), Gadotti (2009), Saviani (2011), and Moll (2012 and 2023). In this context, an evaluative study was conducted, grounded in the principles proposed by In-Depth Evaluation (Rodrigues, 2008). The methodological approach was based on a qualitative and interpretative perspective (Minayo, 2012). After theoretical deepening through bibliographic and documental research, field research was conducted. Data were collected through observations of the Program’s implementation and questionnaires applied to school principals and volunteers working in four municipal schools located in the Barra do Ceará area, a region of significant social vulnerability. The analysis was carried out based on the principles of content analysis proposed by Bardin (2011). The study concludes that the Aprender Mais Escola Program creates learning opportunities that are considered significant by the research subjects in students' daily school life. However, the research identified the need for adjustments regarding investment in educational materials, the hiring of professionals working as monitors, and the adaptation of spaces designated for students’ stay during the extended school hours.