Educação de tempo integral em Santarém: ações da secretaria municipal de educação no período de 2008 a 2014
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2016-02-12Autor
http://lattes.cnpq.br/9120468341824192
FERREIRA, Gerusa Vidal
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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.
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