Avaliação de implementação do Programa Aprender Mais Escola em Fortaleza: perspectivas de gestores, articuladores e monitores

Abstract

This study evaluates the public educational policy of extending school time in the Municipal Education Network of Fortaleza, focusing on the implementation of the Learn More School Program (PAM) in two elementary school units. The research is contextualized within the transformations of Brazilian educational policies, which demonstrate a shift from the ideal of comprehensive education (full-time), aligned with the More Education Program (PME), to an approach influenced by multilateral organizations, characterized by commodification and na instrumental curriculum focused on results (IDEB), as seen in the New More Education Program (PNME). Faced with the federal budget discontinuity of PNME (2018-2022), Fortaleza established PAM with its own resources, aiming to strengthen students' comprehensive education and extend the school day from four to seven hours. The objective is to evaluate PAM's implementation, investigating the perspectives of managers, coordinators, and volunteers. Methodologically, the study adopts Lejano's (2012) experiential analysis and the notion of institutional trajectory (Gussi, 2008), with an ethnographic approach to embody the text (formal policy) and context (daily experience). The findings reveal that PAM, while contributing to learning in Portuguese Language and Mathematics, distances itself from students' global development, functioning as academic reinforcement to improve indicators (SPAECE). The main challenges include: low attendance in after-school hours; precarious working conditions for volunteers, with temporary contracts, low pay, and absence of labor guarantees; inadequate infrastructure, especially at Adalberto Freitas School; and absence of guidance on curriculum documents (DCR-FOR and PPP). Despite curricular organization in thematic clubs, pedagogical coordination is weakened by lack of collective planning and limited community participation. Results indicate a gap between intended and practiced policy, signaling the need for broader policies encompassing student retention, professional valorization, and infrastructure adequacy.