Avaliação da implementação do Programa Educação em Tempo Integral no sistema público de ensino de Aquiraz pós-pandemia

Abstract

This research evaluated the implementation of the Full-Time Education Program in the municipal public education system of Aquiraz, Ceará, in the post-pandemic context, based on the conceptions of Integral Education, the actions carried out, and the outcomes perceived by the social actors involved in the program’s execution. The objective of this study is to assess the implementation of the Full-Time Education Program in the public education system of Aquiraz-Ceará during the post-pandemic period, from 2021 to 2023. The study is guided by the following research questions: What were the transformations and challenges faced in implementing the Full-Time Education Program in public schools in Aquiraz-Ceará after the pandemic? And what contributions did the program bring to students' education during this period? To achieve the outlined objectives and respond to these questions, a qualitative methodological approach was adopted, applied in nature, with exploratory and descriptive objectives. The analysis was based on Lejano’s experiential framework (2012) and the In-Depth Evaluation approach by Rodrigues (2008), as they allow for a comprehensive understanding of the program within its empirical context, taking into account both the discourse of those responsible for its implementation and the experiences and perceptions of the public policy actors and beneficiaries (Rodrigues, 2011). The data collection instruments used included document and literature review and semi-structured interviews conducted with the municipal coordinators and technical staff responsible for the program in both pre- and post-pandemic periods, as well as with program mediators and facilitators. Data analysis was carried out based on the content analysis approach proposed by Bardin (2011), in alignment with thematic analysis as proposed by Dias and Mishima (2023), articulating the empirical findings with previously established theoretical categories. The results show that although the Full-Time Education Program has faced many challenges, it has contributed to the learning of the people it assists, and has also contributed to the social public policies of the municipality of Aquiraz.