Educação integral em tempo integral: Do movimento Todos Pela Educação à rede pública de ensino de Nova Iguaçu

Abstract

The research sought to provide elements for understanding the proximities between the full-time public education policy in the federal government - the Mais Educação Program and directions for education advocated by mobilizing a segment of the Brazilian business, motion Todos Pela Educação which assumes a particular social project. In this research, the movement Todos Pela Educação is set up as a policy network (BALL, 2001; 2005; 2010) that by promoting educational activities and articulate governmental actors, has influenced the direction of the national public education and inserted the values of market logic as managerialism and performativity. The discourse theory of Ernesto Laclau (2011, 2013) enabled the analysis of the dynamics of political articulations in order to establish hegemony in the education area. Education experiences in the country associated expanding the school day to promote a comprehensive education that, in Brazil, had great influence of the Escola Nova movement. Associating the quality of education to the levels of Basic Education Development Index (IDEB) achieved by the schools, the Mais Educação Program announces promote a comprehensive education that proved completed by way defended by Todos Pela Educação as the defense of a Common Curriculum Base, association between public sector and the private for promoting educational activities and expansion of school time as greater exposure to content learning situations. From an award-winning experience and nationally recognized for promoting a comprehensive education, I investigated the integral education of the senses made by Bairro-Escola Programs, Mais Educação and Escola Viva programs developed in Nova Iguaçu district. The paper concludes that full-time education model implemented in the municipality does not favor the democratization of education as it does not extend to all students in the network and provides unequal conditions for realization between schools. Moreover, prioritizing tutoring activities, the additional activities are geared to the classes that will be evaluated in the national assessment Prova Brazil, which sets the value of learning content and increased IDEB at the expense of significant experiences and expanded education students. Along the lines that are being implemented, the realization of activities from the expansion of school time embarrasses the school day for not having the appropriate conditions for its realization.