Escola de tempo integral no estado do Pará: o estado da questão (2010-2020)

Abstract

The Full Time School in the State of Pará officially became part of the basic education context in 2012 through the implementation of the Full Time School Project. Considering what has been produced about the theme in the northern region is not only a necessity of this investigation, but the main core, insofar as it becomes relevant to understand the contributions of these experiences to the process of integral human formation of students. Based on this assumption, this research aimed to investigate the experience of the Full Time School in the State of Pará, based on the records of academic productions in the format of articles published in periodicals qualification A from the period of 2010 to 2020, the object of study is Full Time School. The methodology was accomplished through a bibliographic research considering the State of the Question (EQ), with the contribution of bibliographic and documentary revision, and the conceptual study about the theme based on: Leclerc and Moll (2012); Gadotti (2009); Costa (2015); Paro et al. (1988) among other authors. The process of construction of the State of the Question (EQ) initially indicated a total of 164 journals linked to the area of education in the 5 Brazilian regions, of this amount, it was obtained the total of 52 journals that presented: Indexing in the database of Educ@ and Web of Science and Qualis A, afterwards a new refinement considering thematic approach of the articles and the time frame (2010-2020), it was reached a total of 10 articles for the composition of the research analysis focus. The results indicated that the elaboration of the State of the Question (EQ) allowed a panoramic view of the researches that discussed about full-time education, especially the researches that sought to analyze the programs that induce the policy of integral education. The mapped and selected production was analyzed through three thematic groups: full-time education; full time school; integral education. The study revealed that the ideal of integral human formation that emerged from the mapped experiences indicated a theoretical approach with the official perspective present in the documents that guide the inductive programs of integral education, that point to the conception of integral liberal-pragmatist education whose pragmatist vision of integral education collaborates to the adaptation of formative processes to the contemporary neoliberal context. Research claims the right to offer qualitative public education and the presence of the State.