Programa Integração Rede Cuca: uma avaliação crítica da Política de Educação em Tempo Integral em Fortaleza (CE)

Abstract

The overall objective of this research was to evaluate the Full-Time Education Policy in two public schools in Fortaleza, through the Programa Integração Rede Cuca, from 2015 to 2025, in light of the concept of integral education. Specific objectives or interests included: analyzing the trajectory of the full-time education policy in the municipality of Fortaleza; investigating whether actions developed by the Programa Integração Rede Cuca are in accordance with the perspective of global human formation and development; analyzing the pedagogical practice of the monitors working in the Programa Integração Rede Cuca; and understanding the perception of principals and coordinators regarding the Programa Integração Rede Cuca.The methodology adopted was qualitative, based on the assumptions of the Historical Critical perspective, parallel to the content analysis proposed by Bardin (1977). Data collection procedures included bibliographic and documentary research, concurrent with field research conducted in two schools of the municipal public education network and at Cuca Mondubim, through semi-structured interviews with the management group of the two schools studied, composed of two school principals, three pedagogical coordinators, and the three monitors of the Programa Integração Rede Cuca. Regarding the professionals working at Cuca Mondubim, the research included the coordinator of Cuca Mondubim, the sports supervisor, the arts and library supervisor, and, in addition to these individuals, a former coordinator of the Programa Integração Rede Cuca at the Mondubim unit.The results indicated that the Programa Integração Rede Cuca has great potential for promoting comprehensive education, possesses adequate structural conditions, promotes the articulation between school and territory, expands educational spaces, and integrates young people into cultural, artistic, sporting, and vocational training activities. However, it is necessary to plan interventions to overcome the gaps and weaknesses observed in our field research, which constitute obstacles to the full implementation of the program and the consolidation of the Comprehensive and Full-Time Education Policy that the Program proposes.