Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Ceslinski, Luciana Tavares
 |
| Orientador(a): |
Salomé, Josélia Schwanka |
| Banca de defesa: |
Leão, Pedro,
Mesquida, Peri |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Tuiuti do Parana
|
| Programa de Pós-Graduação: |
Mestrado em Educação
|
| Departamento: |
Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Resumo em Inglês: |
Currently, the Brazilian society witnessed a matter that impacts the educational system, because there is a growing social and economic development that generates, to school, the necessity to support for students in full-time, especially those from the social demands arising from the working class. Programs for this educational project induce government and non-governmental actions to ensure that more students have access to school and stay in it for more time. The present study it has as objective to elucidate the proposals present in official documents in the years between 2007 and 2014, period in which introduces the More Education Program is effective as induce proposed for the supply to the full-time schools. This research seeks to conceptualize and differentiate what is integral education and all-day schools, investigating the More Education Program as public policy. In this discussion, will be broached the concepts and theoretical bases that treat the school as a space for human development establishing and constitutes its legitimacy the relationships between people. The method used for research is historical materialism, since the work searches to clarify the hegemonic relations, the state's role as intervener agent of education processes, political and social, and also searches to conceptualize the education in perspective and critical analysis. Through this prerogative, will try to answer the question related to the issue discussed: the goal and purpose of the More Education Program is intended to attend the students in completeness and is based on the conception of human emancipation? |
| Link de acesso: |
http://tede.utp.br:8080/jspui/handle/tede/1575
|
Resumo: |
Currently, the Brazilian society witnessed a matter that impacts the educational system, because there is a growing social and economic development that generates, to school, the necessity to support for students in full-time, especially those from the social demands arising from the working class. Programs for this educational project induce government and non-governmental actions to ensure that more students have access to school and stay in it for more time. The present study it has as objective to elucidate the proposals present in official documents in the years between 2007 and 2014, period in which introduces the More Education Program is effective as induce proposed for the supply to the full-time schools. This research seeks to conceptualize and differentiate what is integral education and all-day schools, investigating the More Education Program as public policy. In this discussion, will be broached the concepts and theoretical bases that treat the school as a space for human development establishing and constitutes its legitimacy the relationships between people. The method used for research is historical materialism, since the work searches to clarify the hegemonic relations, the state's role as intervener agent of education processes, political and social, and also searches to conceptualize the education in perspective and critical analysis. Through this prerogative, will try to answer the question related to the issue discussed: the goal and purpose of the More Education Program is intended to attend the students in completeness and is based on the conception of human emancipation? |
