Políticas públicas de educação integral: estudo de caso de implantação da escola em tempo integral no município de Maracanaú, Ceará

Abstract

The various programs and projects designed as public policies to extend the school day have been designed and modified over time, with the purpose of ensuring comprehensive training, which helps build students' skills and competencies, enabling them to fully exercise of citizenship. Thus, the municipality of Maracanaú, has been implemented full-time schools in its education network since 2011. From this perspective, the research objective is to evaluate the contributions of the Full-Time Education Policy in the municipality of Maracanaú. With this aim, the way in which this policy was implemented was investigated, as well as the social contributions of Full-time Education from the perspective of the Municipal Education Department, school managers and students in the final years of elementary school at ECIM Presidente Tancredo Neves, identifying the challenges that still need to be overcome. The study is characterized as qualitative, descriptive and exploratory research, as it provides clarification and understanding of the problem faced. Data collection techniques were used, configured in documentary research, a questionnaire applied to school managers, semi-structured interviews, with the Secretary of the Department, managers and students in the final years of elementary school. According to the indicators, it can be seen that the implementation of the Full-time School occurred without a concrete definition of the pedagogical elements and the infrastructure necessary for its implementation. It is therefore evident that this policy contributed to improve the teaching-learning process and guaranteeing the food and social security of students. However, the need for an adequate administrative and pedagogical infrastructure to meet the specific demands of a full-time school.