Avaliação da política da escola de tempo integral para o desenvolvimento da educação integral dos alunos dos anos finais do ensino fundamental

Abstract

his research addresses the theme of the Full-Time Education Policy, whose object of study is the contributions of the Full-Time Education Policy to the development of Comprehensive Education for students in the final years of Elementary School. The Full-Time School (ETI) of Fortaleza, Ceará, serves students with an extended workload of 7 to 8 hours per day, offering a differentiated curriculum composed of subjects from the common core and also from the diversified/complementary core. These schools were built primarily in areas of greater social and economic vulnerability, meeting the goals of the Fortaleza Municipal Education Plan (2015-2025) and the requirements of the National Education Plan (PNE) (2014-2024). This study establishes the following guiding question: What are the contributions of the Full-Time Education Policy to the development of Comprehensive Education for students in the final years of Elementary School in a municipal school in Fortaleza? The general objective is to evaluate the Full-Time Education Policy regarding its contributions to the development of Comprehensive Education for students in the final Years of Elementary School in a municipal school in Fortaleza. As a theoretical framework, we draw on the works of Moll (2012); Souza (2006); Arcoverde (2007); Rodrigues (2008); among others, and we will use official documents governing Comprehensive Education, such as the LDB (1996) and the BNCC (2018). The text presents reflections on Public Policy, Educational Public Policies, the Full-Time Education Policy, and the Public Policy of Full-Time Schools in Fortaleza. Regarding the evaluative perspective of the policy, the research is based on the assumptions of In-Depth Assessment. The research procedures use bibliographical, documentary, and participatory research. The research is characterized as basic, qualitative, and exploratory. The research locus will be an EMTI located in Fortaleza, Ceará. This research design was developed in two stages: 1) bibliographical and documentary research, and 2) participatory research, with semi-structured interviews and participant observation. Content analysis will be used for data analysis, and the data collected in the field will be categorized and analyzed. The research concluded that full-time schools contribute to the comprehensive development of students. This contribution includes, on the one hand, strengthening technical skills, and on the other, improving socio-emotional skills.