Avaliação do Programa Aprender Mais Escola no processo de aprendizagem integral dos alunos do 5º ano na perspectiva das famílias em uma escola do município de Fortaleza-Ceará

Abstract

The study focuses on the Aprender Mais Escola (Learn More School) Program, which is currently integrated into the Aprender Mais (Learn More) Program as the core of the full-time education policy that is part of the Fortaleza Municipal Education Secretariat. Therefore, the effectiveness of educational programs depends on multiple factors, including the perception and engagement of students' families. Therefore, the problem revolves around the question: What are the implications of the Aprender Mais Escola Program on the learning process of 5th-grade students, from the perspective of families, in a municipal school in Fortaleza? From this perspective, the research covered the period of 2024, with the objective of evaluating the implications of the Aprender Mais Escola Program on the learning process of 5th grade students, from the perspective of families, in a municipal public school in Fortaleza. The theoretical framework is based on authors such as: Saravia and Ferrarezi (2006), Rosa, Lima and Aguiar (2021), Teixeira (1959, 1962), Ribeiro (2018), Freire (1987, 1991), Moll (2010), among others, contemplating the concepts of public policies, comprehensive and full-time education, and the relationship between family and school in the learning process. Methodologically, the evaluative perspective is based on two of the four axes of Rodrigues' (2008) in-depth evaluation, content analysis and the temporal and territorial spectrum. Furthermore, this is a basic, qualitative research study with an exploratory and descriptive design. The procedures involved bibliographic research, documentary analysis of institutional regulations and guidelines, as well as empirical research with semi-structured interviews with families of 5th-grade students and analysis of official educational performance data (SPAECE). The results show concrete advances in student learning, especially in Portuguese language proficiency, and a more moderate but significant advance in mathematics. Families recognize the extension of the school day as a fundamental element for the recovery of learning and social protection of students, highlighting greater interest, motivation, and school engagement after the implementation of the program. On the other hand, challenges remain in terms of school-family communication, understanding the program's function, the need to diversify activities, and the qualification of monitors. Thus, the Aprender Mais Escola Program is evaluated as a relevant policy that promotes progress but requires improvements to reach its full inclusive and formative potential in contexts of social vulnerability.