Avaliação de políticas de educação em tempo integral: um estudo de caso sobre as mudanças sociais e inserção profissional de alunos egressos

Abstract

Integral education began to occupy the agenda politics of Brazil from the 20th century onward, proposing a project of democratic and unified education. The project followed milestones in education Brazilian, namely: Anísio Teixeira with the Parque Schools and Class Schools, between the years 1940 and 1960, and Darcy Ribeiro with the Integrated Centers of Public Education (CIEPs), between the years 1980 and 1990, aimed at increasing the school day. The present work has the general objective of evaluating the actions educational actions developed in a Full-Time School, from the perspective and perspective of former students, observing their articulation with the policies of Full-Time Education in order to promote social changes. The experiential approach of Lejano (2012) is adopted to conduct the methodological course. experiential approach of Lejano (2012) to conduct the methodological course in public policy evaluation, involving an in-depth study of municipal and federal public policies in the context of full-time schools. For this, authors such as Teixeira (1967) will be visited; Cavaliere (2002); Libâneo (2018); and Saviani (2007). The research adopted the qualitative approach methodology, using a semi-structured interview semi-structured, thru a case study conducted at the Municipal School of Full-Time José Carvalho, municipality of Fortaleza – CE, with subjects of the research, ten graduated students. The findings reveal that the ETI played a role transformative in the education of graduates, although with differentiated results. The participants who completed their studies (P1 to P5) highlighted the development of socio-emotional skills such as autonomy, empathy, teamwork, and communication, especially valuing the subjects Life Project and Youth Leadership, in addition to extracurricular activities. Among those who did not completed (P6 to P10), external factors such as socioeconomic vulnerability and territorial violence interfered with school retention. However, they recognized significant learnings related to conflict mediation, resilience and coexistence. The results demonstrate, therefore, that education integral has transformative potential when it articulates pedagogical practices meaningful and adequate infrastructure, but it reveals limits in the face of structural inequalities, signaling the need for intersectoral policies.