Avaliação da implementação da política pública de educação em tempo integral para o Ensino Fundamental em uma escola no Município de Aquiraz - Ceará

Abstract

The full-time education policy in the municipality of Aquiraz-CE began in 2010 with the adoption of the MaisEducação Program, promoted by the Federal Government. In 2017, with the restructuring of the initiative, the municipality continued the proposal through the Novo MaisEducação Program, which remained in effect until 2018. Following the discontinuation of these federal policies, Aquiraz resumed the implementation of full-time education in 2022 by establishing the ETI (Full-Time School) model in three public elementary schools – final years.This research aims to evaluate the public full-time education policy, its limits, and possibilities in a municipal public elementary school in Aquiraz/CE. Based on this general objective, three specific objectives were outlined:i) Analyze the trajectory of the full-time education policy at the federal level and in the municipality of Aquiraz/CE;ii) Examine the relationship between the full-time education policy and the educational indicators of the studied school, focusing on academic performance and student outcomes;iii) Identify the level of satisfaction of students and teachers with the full-time education policy through observations and interviews conducted at the school.A case study was carried out in a municipal public school in Aquiraz-CE, using the In-Depth Evaluation method (Rodrigues, 2008, 2011), focusing on the following axes: content analysis of the program; context analysis of the policy formulation: institutional trajectory of a program and its temporal and territorial scope. The approach is qualitative, and the classification is bibliographic, documentary, and explanatory. Data collection was carried out through observation techniques and semi structured interviews.To understand the policy implementation process and its effects, limitations, and possibilities on students’ academic performance, the analysis was based on the assumptions of Discourse Analysis (Orlandi, 2015, 2023). The study aimed to understand the progress and challenges surrounding the context in which the full-time education policy was implemented, and from this, to propose possible paths to overcome the existing obstacles.It is concluded, mainly through the voices of the subjects involved, that full-time education in the studied context has been contributing to the improvement of student performance and academic outcomes. However, it is still a policy under construction, facing several challenges that weaken its consolidation. Thus, the research revealed both contributions and obstacles present in the school context that impact the achievement or limitation of the final goals of the educational actions proposed by the ETI.