Estudos de políticas indutoras de educação integral em revistas científicas do FEPAE-NNE: uma revisão sistematizada

Abstract

This research aimed to conduct a study of the production of knowledge on the theme of policies inducing integral education published in periodicals linked to the Forum of Journal Editors in the Area of Education of the North and Northeast Regions of Brazil (FEPAE-NNE), in the period 2017 to 2020. A systematic review-type methodology was used, with a bibliographic character, exploratory and descriptive in nature, with a qualitative approach. Data were collected from the websites of the aforementioned journals. 49 journals linked to FEPAE-NNE were identified, of which 7 were included by the indexing criteria: Web of Science or Educ@ from the Carlos Chagas Foundation. The search was carried out using the keywords: Integral education; Educational policies; Full-time education; More education; New more education and policies inducing integral education. 608 articles were found, after reading the titles and analyzing abstracts, 35 articles were selected that had terms related to the central theme of the research, one journal was excluded from this. Based on these data, we started reading and listing the selected articles and organized them by categories. Stage in which one journal and five articles were excluded. The final stage of data analysis took place on 30 articles, distributed in 5 journals: 5 in Revista Educação do Campo, 3 in Revista Educação in question, 1 in Revista HOLOS, 10 in Revista Exitus and 11 in Revista Práxis Educacional. The results show that in 2017 3 articles were published; in 2018, 9 articles, in 2019, 11 articles and in 2020, 7 articles, revealing a drop in publications on the subject in 2020. It is noteworthy that despite the legal support to comprehensive education, there are still obstacles to its effective implementation, as in the 30 articles analyzed, we recorded 23 reports of problems for the implementation of policies that induce comprehensive education regarding school organization. We highlight that the most recurrent issue in the articles, with regard to the State, was the (bourgeois) educational hegemony, pointed out in 10 articles, revealing a tendency towards a scientific approach to the analysis of education. We also identified a gap, of the 30 researches investigated, only one article investigated the Novo Mais Educação Program.