Educação de tempo integral em Santarém: ações da secretaria municipal de educação no período de 2008 a 2014

Abstract

For the full formation of the person an extensive knowledge is necessary, skills and values that go beyond cognitive learning that generally the school provides. This set can be called integral education. The objective of the research reported in this thesis was to identify the actions that the City Department of Education of Santarém–SEMED developed from 2008 to 2014, seeking to meet the national principles and policy guidelines of integral education. The choice of the period took place according: a) the implementation of the More Education Program, nationwide (Ministerial Decree No. 17/2007); b) the regulation of the Development and Basic Education Maintenance and Enhancement of Education Professionals Fund (Law No. 11,494 / 2007) and c) local initiatives for expansion of school time. The historical and documentary research consisted in the analysis of documents of the Santarém City Hall, including Semed reports; educational projects in schools and in Semed; budget plans of the municipality; ordinances and local laws; manning of educational sectors and schools; documents FNDE and Fundeb. There were also on site visits in all-day schools and supplementary services, and Semed. For the discussion of the data we use the technique of bibliographical and documentary analysis, being mainstreamed by content categories: funding, infrastructure, curriculum and profile of the professionals involved in integral education. The results show the existence of two expansion strategies of school time in the network of municipal schools in Santarém: full-time schools and full-time students, the latter being the most used by Semed to suit the financial reality of the city. The most appropriate strategy was to set complementary service schools, whose service organization can reach more students. However, these same strategies were weakened by reducing working hours and salary allowances, change of function and transfer of these workers to other sectors. We conclude that Semed strategies constitute government policies (still fragile and sporadic) designed for full-time education untill that projects weaken or disappear when changes of managers and / or government teams occur.