Educação em tempo integral: ações desenvolvidas na escola indígena Borari, em Alter do Chão (2013-2019)

Abstract

This research aims to analyze the program implementation process of the More Education Program (PME) and the New More Education (PNME) in the Borari Indigenous School of Alter do Chão, talking as a time frame the period between 2013 and 2019. Therefore, it was established as analytical categories the conceptions of education and integral education, which was elaborated by bibliography revision. The first category had as a theoretical foundation Saviani (2013), while the second one was based in the following authors: Teixeira (1928; 1958), Cavaliere (2002; 2007; 2014), Coelho (2009), Colares (2015; 2016; 2018), Guará (2006), Menezes (2007) and Moll (2010; 2012; 2019). The results from the research points out that the changes of programs had resulted in the transformation of the main focus of each of them: the PME had its regulation centered on the promotion of an education based on the concept of integral formation of the students together with the expansion of the time destined to school activities meanwhile the PNME started to present guidelines linked to the improvement of indices in external evaluations, mainly IDEB, through the obligation only to develop skills activities in the areas of Portuguese Language and Mathematics, secondary to the broader character of the contents. In relation to the Borari school, it was verified that due to the program's changes, developed activities was changed as well; the main focus became the learning and training the knowledge of Portuguese Language and mathematics to the students that present deficits in diagnostic evaluations, which reflected in the decrease in the number of students served by the PNME, as well as in the end of the diversified activities. it was also found that the implementation of the program was not integrated into the pedagogical proposal of the school, being characterized as a punctual after-hours activity, and not as a systematization linked to the political-pedagogical Project.