Educação em tempo integral: uma análise das implicações da política de ampliação da jornada escolar na rede estadual de Montes Claros/MG (2011-2014)

Abstract

In this study, inserted in the Line of Research State, Policy and Management of Education of the Program of Post-Graduation in Education (Ppged) of the Federal University of Uberlândia (UFU), the Brazil’s policy for integral education (IE), particularly from the 1990s, was investigated. It emphasizes the need to broaden the students' training experiences. The goal was to analyze the relations between State, society and public education policies in the context of capitalist society focused on the experience of the Strategic Project Education in Integral Time (SPEIT) in Montes Claros / MG in the period 2011-2014. And it also wanted to analyze the contributions, limits and possibilities of this project for the training of students of the final years of elementary school in the state education network. A dialectical approach was used for documentary analysis, bibliographical and field research. This one was carried out in a school from Montes Claros, whose procedures for data collection were semi-structured interviews with managers and teachers and a focus group with students, both of them coming from this project. Faced with the recent transformations resulting from state reforms in the globalization process, the tendency was to adopt neoliberal educational policies. The analysis of the Speit made it possible to understand that its implementation occurred by cooptation, its organizational processes were carried out in a state of precariousness and its results demonstrated an IE still under assistencialist nature. The project brought contributions to the training of students, but it needed more investments in order to offer an education integral indeed. In the light of the results, it was turned out the thesis that in the context of capitalist society, whose essence lies in maintaining the status quo, the IE somehow has represented another conservative strategy, transposed from the discourse of formation to citizenship. The IE, often guided by an assistencialist and compensatory bias, expands the functions of the school even without the necessary material conditions for development of the teaching-learning process. Public educational policies forged in neoliberal governments ideologically tend to conceal reality as a subterfuge to serve the interests of capital, while schools embodying the same values also operate ideologically denying what could be proposed in the field of critical and participatory as a possibility of provoking situations and contexts for emancipation with an objective for social transformation.