Política de Educação em Tempo Integral de Fortaleza: avaliação do Programa Aprender Mais Escola em uma escola da rede municipal

Abstract

This work analyzes critically and comprehensively the Learn More Program, in the modality of Learn More School, which aims to promote full-time education in municipal schools in Fortaleza. The objective of the research is to evaluate the contributions of the Learn More School Program in the constitution of the integral formation of 5th grade elementary school students, focusing on the cognitive, social and emotional development that make up the according to the perspective of the National Common Curricular Base (BNCC). The research is characterized as a qualitative and exploratory study. It uses data collection techniques such as documentary analysis, semi-structured interviews and questionnaires, as well as has the perspective of in-depth evaluation as recommended by Rodrigues (2011:2016). The data analysis is organized in thematic categories, allowing to evaluate the cognitive performance of students and the socioemotional impacts desired by the program. The bibliographic study contextualizes the policy of full-time education in Brazil highlighting the importance of this approach for the integral training of students. The survey reveals that full-time education is not limited to the expansion of hours, but involves a restructuring of the curriculum and the offer of diversified activities that promote the cognitive, social and emotional development of students. This research is based on legal documents and authors such as; Brazil (2017), Oliveira (2023), Leclerc; Moll (2012), Gil (2008), Bardin (2016), Franco (2018), Orlandi (1987), among others. The research results show that the Aprender Mais Escola Program contributed to the cognitive and socioemotional development of 5th-grade students. However, significant challenges were identified for the consolidation of the policy, such as the need for better training of monitors, the inclusion of the program in teachers’ continuing education, the structural limitations of schools, and the lack of specific teaching materials. These factors indicate that, although the initiative has positive impacts, its effectiveness depends on investments that ensure greater pedagogical integration, institutional support, and adequate conditions for the sustainability of the proposal.