Ampliação do tempo escolar: uma política no contexto da prática escolar no Brasil e na Argentina

Abstract

In this research, it was analyzed the Programa Mais Educação (More Education Program), besides Jornada Estendida (Stretched Day) and Jornada Ampliada (Extended Day); the first is developed in Brazil and the others in Córdoba, Argentina. The main objective of the study is to analyze the contribution of Programa Mais Educação for the education quality from Rio Grande do Sul, making a comparison with the Programa Jornana Estendida, which has the purpose of expanding the school day on average an hour a day strengthen the teaching of Language, Mathematics and English, as well as, Programa Jornada Ampliada, which has the goal of expanding school time, on average three hours a day, four times a week, through workshops in different areas of knowledge, developed in the Province of Córdoba, Argentina. For that, it was proposed the following specific objectives: to discuss the role of education quality from different perspectives; to analyze the contributions of integral-full-time education as a way to improve the teaching quality; to identify those involved in Programa Mais Educação, Jornada Estendida and Jornada Ampliada; and finally, to discuss the role of each subject approached in the programs. To give support to this research, studies were carried out in the legislation related to the area of integral education and full-time education in Brazil and Argentina, manuals which explain and guide since accession until the realization in practice. As this research is linked to the educational policy field, theoretical studies have been conducted about the policies cycle, proposed by Stephen Ball to seek the understanding of policies in the context of practice. It was searched in SIMEC and Interactive PDDE to take stock of how many schools in Rio Grande do Sul state network of education offer Programa Mais Educação, and the program evolution since its implementation in Brazil, also the situation of each school at the time of accession. Still, semi-structured interviews with managers, teachers, workshop instructors and students were performed in the following cities: Córdoba, São Borja and Panambi. The study revealed that, even with some deficiencies mainly related to physical spaces and human resources, the programs from Brazil and Córdoba are an important tool to provide integral education to students in a situation of social vulnerability, making them remain longer in school, away from risky situations. The school, in addition to being an important area of knowledge construction, becomes a meeting place among their peers by offering activities for sport, leisure, culture, health, recreation, besides important activities aimed at knowledge, such as, literacy and help to make the homework. The concept about quality in education permeates all this research, because to improve the education quality by extending school time and the provision of other activities is one of the three programs primarily objectives.