Educação em Tempo Integral: Análise da Implantação e Implementação do Programa Escola da Autoria na Rede Estadual de Ensino do Estado de Mato Grosso do Sul

• Ano de defesa: 2021
• Autor(a) principal: Edvirges, Lidiane Cabral
• Orientador(a): Fernandes, Solange Jarcem
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Educação Integral; Educação em Tempo Integral; Ensino Médio; Escola da Autoria
• Link de acesso: https://repositorio.ufms.br/handle/123456789/3965

This study focuses on the public policy for full-time education that was implemented in high school level full-time schools by Mato Grosso do Sul government. We sought to understand the features and aspects of the process of introduction and implementation of the "Escola da Autoria" ("School of Authorship") program in the face of the Programa de Educação Integral (Integral Education Program). By the means of documental research, we collected the data and digested the body of law related to the structure of this full-time teaching model. We highlight that the research allowed us to identify the pathway followed by the administration of public education in Brazil nowadays, and how this pathway is articulated with the capitalism crisis and the economic, political, social and productive restructuring it causes. The research also shows that the reformation implemented in Brazilian high school in the 1990's features a political and pedagogical contention about what full-time education means. This contention came together in the recent proposals of integral education aimed at full-time and regular education. We found by this analysis that Mato Grosso do Sul's high school policy attempts to establish measures, methodologies and a network structuration that indicates an adaptation of the student's formative profiles from an administrative reformation centered in the managerialism and the private-public relation and a curricular proposal centered on a pedagogy based on competencies for the world of work. We could also verify that this state policy causes, in some moments, a displacement of the educational purpose from a multiple-dimension human shaping to excessive measuring based on the administrative models of private corporations. In conclusion, we point out that the high-school policy implemented in Mato Grosso do Sul reveals itself as a model of education management since its beginning and was conceived as a means of publicity and dissemination in a local and national scope. Key-words: Integral education. Full-time education. High school. School of authorship.