Percursos em busca da Educação Integral: o Ciep Henfil em Duque de Caxias

Abstract

In preceding decades, Brazil has resumed discussions on issues related to integral education concurrently with the emergence of legal and political texts that include the expansion of student s permanence at school. Brazilian legislation is proposing full time study and it is permitting programs which aims to increase the hours reserved to student training. The National Educational Bases and Guidelines Law (LDB) mentions in its articles 34 and 87 a progressive increase in the study hours and it values extracurricular activities (Article. 3, subparagraph X). The Statute of Child and Adolescent mention the importance of the development of children and adolescents and the need to protect them. Law No. 10172 which established the National Education Plan (PNE), according to the Federal Constitution of 1988 and the LDB, resumes Integral Education and emphasizes the need for integration of social assistance. FUNDEB (Fund for the Maintenance and Development of Basic Education and Enhancement of Education Professionals) grants a greater contribution of resources to full-time education and the Target Commitment Plan All for Education, cornerstone of PDE, established by Decree No. 6094 of April 24, 2007, aims to combine efforts of Federal, State and Municipal Governments, Federal District, families and community to ensure the quality of education until high school. In this Plan, in its Article 2, it is possible to check guidelines intended at extension of studying hours. More Education Program was normalized by ministerial ordinance no. 17/2007 and it was regulated by Decree 7.083/10, with the goal of increasing studying hours through inter-sector action between the social and educational policies. Thus, it is noticed the series of legal texts and research that indicate the need for full-time study and they show the appearance of public policies which seek to resume fulltime study as proposed by Anisio Teixeira and Darcy Ribeiro (creators of CIEPs) or they seek to induce the expansion of the studying hours in the pattern of Educational Cities. The structure of the Integrated Centers for Public Education (CIEP), practice of full-time schools developed in the state of Rio de Janeiro in the 80s and 90s, provided the protection of the children, offering food and facilities to allow them remain there for 7 hours a day offering an extension of their studies. The 1st International Congress of Educational Cities, held in Barcelona in November 1990, gathered in the Initial Charter, the fundamental principles of educational profile of the cities emphasizing that there is a need to integrate different knowledge, educational places, community and school, since it should not be considered the only educational instance. In this point of view, regarding discussions established by Bomeny, Cavaliere, Coelho and Mauricio on the development of children and adolescents in full-time study, it was intended, through qualitative research, to investigate whether the More Education Program, implemented in a CIEP in Duque de Caxias, represented a restart of fulltime schools supported by Ribeiro, in which the whole process of learning takes place within the school, or, as guided by principles of Educational Cities, through commitment of partners and other educational places with the student s integral formation in extended schedule.