A educação em tempo integral no município de Vitória: a experiência do Brincarte.

• Ano de defesa: 2012
• Autor(a) principal: Santos, Maria Aparecida Rodrigues da Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Full time education; Children education; Third sector; Educação em tempo integral; Brincarte; Educação infantil; Terceiro Setor; Educação integral; Educação de crianças; Políticas públicas; Escolas - Descentralização; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/2308

This research has the objective of investigating the implications of the Full-Time Education Program for children in the city of Vitoria, focusing the relationship between the public sphere and the Third sector, and giving especial attention to the analysis of the established administration practices at Nucleo Brincarte, in Resistência, a neighborhood in the city. The investigation is based on the reflections of Cavaliere (2010, 2009, 2002); Coelho (2002; 2008; 2009); and Montano (1999, 2005). To reach the objective, we tried to understand the dilemma and challenges that were present at the execution of the policies, especially when related to NGOs. The administrative decentralization and the transference of responsibilities jeopardize the offering of services, which do not fit the reality of children education in the city of Vitoria; make the services ineffective; and evidence their frailty. The methodological path followed a case study using a qualitative survey that included observation, a field diary, analysis of documents and a semi-structured interview. The contradictions and ambivalences around the implementation of such Program show, in a same government, the different meanings that Full-Time Education embodies within the set of actions that aim the consolidation of their policies. The research allows us to see that, when the public sector takes over the administration of such public space, there occurs the instauration of a movement which has the purpose of re-signifying the action with the objectiveof re-configuring the Program, especially in its articulation with children education, to which it is attached. So, the experience has had difficulties and limitations, which opens new possibilities for the establishment of a new public policy articulated with the logic of guaranty, and which can strengthen the children’s right to a Full-Time Education.