Avaliação da Política Pública de Educação Integral a partir da análise comparativa dos mapas curriculares de duas escolas de Fortaleza – CE

Abstract

From Within the scope of public education policies, it is possible to see the changes that have taken place in recent years in favor of the development and continuation of programs and/or projects that promote quality education in Brazil. In this context, the concept of comprehensive education, advocated by Anísio Teixeira and Darcy Ribeiro, understood as a model of continuous education that aims to promote the full development of students through educational activities that redefine the time and spaces occupied by students in school, has been one of the main topics of current debates on education in our country. In the municipality of Fortaleza, the Municipal Secretary of Education initiated the comprehensive education project with the Mais Educação (More Education) Program in 2008 in part-time schools, and in 2014, the first full-time schools were implemented. Given this scenario, the overall objective of this research is to evaluate the public policy of Comprehensive Education based on a comparative analysis of the curriculum maps of part-time and full-time schools in the municipality of Fortaleza, Ceará. It is understood that there are many variables that can interfere with the teaching and learning process. Therefore, based on the same socioeconomic context, a case study will be conducted in two elementary schools located in Barra do Ceará, which adopt these different models of comprehensive education, with the purpose of analyzing the different curriculum maps launched by the SME for these schools; observe the students' school routine and learn about the main pedagogical strategies adopted by teachers for 9th grade classes; and reflect on the results of external evaluations, ADRs, SPAECE, and SAEB, from 2018 to 2024. For the development of the research, a qualitative approach was adopted from the perspective of In-Depth Evaluation, as it is a broad, dense, and detailed study. Thus, this research is configured as applied social science, with descriptive and exploratory techniques, as it aims to provide analyses and reflections on the data obtained, which may lead to theoretical or practical consequences. The theoretical foundation of the research is based on the ideas of comprehensive education by Teixeira (1996) and the studies by Paro (1988 and 2018), Moll (2008 and 2012), Cavaliere (2002 and 2007), and Parente (2016, 2017, and 2018).