A implantação da Escola de Tempo Integral (ETI) no município de Aquiraz: o caso da Escola João Pires Cardoso

Abstract

Public policies can be thought of as collective social actions to develop and promote contemporary and globalized society. Thus, the full-time education policy has grown significantly in recent years in Brazil. The Full-Time School Program, established by Law No. 14,640 of July 31, 2023, aims to encourage the creation of full-time enrollments in all stages and modalities of basic education, from the perspective of comprehensive education, coordinated by the Secretariat of Basic Education (SEB) of the Ministry of Education, the program seeks to fulfill goal 06 of the National Education Plan 2014-2024, a state policy built by society and approved by the Brazilian parliament (BRASIL, 2023). The present work has the general objective of evaluating the Public Policy of Full-Time Education at ETI João Pires Cardoso de Aquiraz-CE and its impacts on student learning. The methodology shows in a concrete way the operationalization of the method and this work consists of a bibliographic research, through investigation in databases that share academic and scientific research, being disseminators of knowledge, these periodicals aimed at serving the object of study of this investigation contribute to the resolution of its problem, since the collaboration of other thinkers helps to confront the theories and systematize the information contained in the development of reading and writing. The theorists used were: GONÇALVES (2011), SOUZA (2006), CAVALIERE (2007), among others. It is inferred from this study that a full-time school does not necessarily mean that it is a school with better performances, however it pursues them, considering that all efforts are in this direction and time is explored to reinforce the process of knowledge acquisition. It is concluded, therefore, that as a public policy, full-time causes relevant impacts in the social and educational Fields