Qual é o Mais da Educação? Uma investigação do Programa Mais Educação como política curricular

Abstract

Nowadays, the Mais Educação program is the current national proposal for Integral Education in Brazil. The number of the participant schools has been constantly improved, therefore giving this policy a huge representativeness all over Brazilian territory. Created by Ministerial Ordinance nº 17/2007 and decree nº 7.083/2010, the Program aims to stimulate the extension of school daily journey and also its curriculum through the perspective of Integral Education. In this dissertation, my proposal consists in understanding the Mais Educação program as a curricular policy. The research s major issue is: In what consists this increase in education proposed by the program? Considering that, why is this educational proposal based in this increment of activities and subjects when it could favor a decrease of these? What is the meaning of this extra scope? To answer this question, I choose to do a documental analysis, trying to understand which meanings are being considered for this curricular policy. To perform this investigation, I consider a curriculum perspective as a practice of signification and curriculum policy in a discursive approach (LOPES; MACEDO). Reference documents and guidelines of the Ministry of Education are used as main sources for this study. With contributions from texts of Stephen Ball about the policy cycle and translation, I regard the possibility to deny the vertical policy and ultimate approval conceptions. Therefore, I defend a new comprehension of the reference documents of the program as vital to the translation and reinterpretation of this policy. I also highlight four approaches as being constantly argued as innovations of the program: interdisciplinary, interculturalism, intersectoriality and the proposal of a more signifier curriculum. In this study, therefore, I consider the Integral Education discourse in Brazil as an influence over the analyzed program, in Ball s terms. I defend that the signifier Mais in this program is understood by interaction discourses, referring to an ambition to include in the education everything external to it (popular knowledge and culture, etc.), what could be implemented in the extra period curriculum, rising the value of school experience. This same understanding is found in other Integral Education discourses. Considering all these aspects, the policy still works on a binary curricular basis, reducing the Education to the formal disciplinary. With this analysis and evaluation, I argue that the dismiss of theses binary basis, like journey / extra journey; school knowledge / community knowledge; erudite culture / popular culture, and the adoption of an hybrid cultural perspective can improve the effectiveness of the program and become a more productive approach to its curricular policy