Educação em tempo integral: estudo da trajetória do Programa Mais Educação (PME) nas escolas estaduais de Santarém - PA no período de 2009 a 2015

Abstract

The research addresses the theme of fulltime education, laying emphasis on the More Education Program (MEP) as a policy of inducing integral education. Analyzed the trajectory of MEP in two State schools from Santarém in the period of 2009 to 2015. In front of educational scenario that presents itself through policies that advocate the expansion of the school day and the integral education as a way for the quality of education, that augment the functions of the school, this research starts from the following question: how the MEP was implemented in States Schools from Santarém? It has a qualitative methodological approach, with these analysis categories: conception of integral education, formation and organization of MEP. This is a bibliographic, documentary and field research. Among the references, It was used the studies from Antunes and Padilha (2010); Cavaliere (2007, 2009); Coelho (2009); Gadotti (2009); Gonçalves (2006); Libâneo (2015); Libâneo, Oliveira and Toschi (2012); Limonta and Santos (2013); Moll (2009, 2012); Paro (2009, 2016); Silva J. and Silva K. (2012, 2013), the Notebooks of More Education Series from the Ministry of Education (2009) and the legals documents that deals with the MEP. To obtain the data, it was used techniques and instruments as the document analysis and semi-structured interviews with 03 (three) directors, 04 (four) MEP's coordinators who worked in the schools surveyed, and a reference technique of the program of the 5th Regional Education Unit (ERU), totalizing 08 (eight) educators. The survey revealed that optimize the time of the student at school, meeting their diverse abilities, skills and knowledge required in contemporary times remains a challenging task for schools from the teaching network of States Schools of Santarém. The integral education of emancipating formation of man, regardless of how it develops, either in full or part time, is a commitment that must be assumed by the state as policy to all, and schools, agents and educational partners sustained by a political-pedagogical project consistent, prepared collectively, which requires investments in the structure of schools training and appreciation of educators.