Novo Mais Educação: a que(m) será que se destina?: um olhar da Psicologia Escolar e Educacional para as políticas públicas

• Ano de defesa: 2019
• Autor(a) principal: Silva, Bárbara Maria Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Psicologia
• Palavras-chave em Português: Psicologia Escolar e Educacional; Políticas Públicas Educacionais; Educação em Tempo Integral; School and Educational Psychology; Public Educational Policies; Full- Time Education; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA; CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::POLITICA EDUCACIONAL
• Link de acesso: https://repositorio.ufu.br/handle/123456789/28763; http://doi.org/10.14393/ufu.di.2019.1371

School and Educational Psychology has been gaining its space and recognition over the years, breaking down important barriers to action committed to a more democratic education. The Public Educational Policies are responsible for guaranteeing a quality education to all, and for this reason, it is important to act as a psychologist in the elaboration and implementation of such policies. One of the national programs aimed at the expansion of the school day is the New More Education Program of the Ministry of Education. Thus, this research aims to analyze the implementation of the New Education Program in the light of Critical School Psychology. In order to carry out the qualitative research, observations were made of the activities and interviews with the articulator of the Program, Monitor of Portuguese Language, Mathematics Monitor, dance facilitator, capoeira Facilitator and handicraft Facilitator. The interviews were transcribed and analyzed from the perspective of Critical School Psychology, listing two axes of analysis: a) what is it intended for? and b) to whom is it intended ?. Many contradictions were found between the actions taken to implement the program and the objectives of the official documents aimed at "eradicating school failure" and a biased discourse on the most vulnerable classes. Educational policies need to be thought and elaborated in a collective way, with the participation of the different actors involved with educational issues and with the partnership of School Psychology; in addition, it is imperative that the governors include in their policies of government investments consistent with the real needs of a quality education in our country.