Educação em tempo integral: ações desenvolvidas na escola indígena Borari, em Alter do Chão (2013-2019)
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Data
2022-05-02Autor
http://lattes.cnpq.br/5832669250654577
https://orcid.org/0000-0002-4011-3654
BAPTISTA, Thaiana Netto Fonseca
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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.