A política educacional em tempo integral para o ensino fundamental nos anos iniciais na Rede Municipal de ensino do Recife

Abstract

The aim of this research is to analyze Recife's Municipal Comprehensive Education Program (PMEI) for the initial years of elementary school and the processes involved, from the perspective of the actors who participate in this policy. As a theoretical reference, we used the studies of Stephen Ball, Meg Maguire and Anette Braun (2016). In terms of methodology, we opted for the case study approach. To this end, we conducted: interviews with part of the team from the municipality's Department of Education; interviews with the managers of the full-time schools; and analysis of the policy's guiding documents. In analyzing the data, we used Textual Discourse Analysis (ATD) (Moraes and Galiazzi, 2006), as we understand that the policy produces wills to truth (Foucault, 1996) and the actors can produce new meanings for this policy. The municipality of Recife began experimenting with full-time education in 2002, with five schools in the early years (Medeiros, 2016; Melo, 2017). Currently (2024), it has four full-time early years schools (1.96% of all early years schools), three of which came from the first experiment in 2002, serving 705 students. In the current administration, the Municipal Comprehensive Education Program was established by Ordinance No. 2103 of December 27, 2019. The municipal administration has invested in infrastructure and the provision of teaching materials and resources, not just in EMTIs, but in all the schools in the education network. In full-time schools, teachers work both shifts. There are temporary teachers who do not enjoy the same rights as permanent teachers (who have an additional salary). It was possible to conclude that the municipal full-time education policy is based on the discourses of New Public Management (NPM), on neoliberal logic (Verger and Normand, 2015). In the meantime, the curriculum is centered on "adherence to the BNCC" and the search for results. Thus, the morning shift offers the following subjects: Portuguese Language; Art; Physical Education; Mathematics; Science; History and Geography. These curricular components are part of the Recife network's teaching policy, common to all schools in the municipality in the early years of regular education. In the afternoon, the so-called Complementary Activities are offered: Orientation and Studies; Communication and Language (literary literacy and musicalization); Initiation to Scientific Research; Mathematical Games; Environment and Health; Educational Technology; Life Project. There is a perception of a shift-based school, to the detriment of an integrated curriculum, according to the interviews. In this sense, there is a predominance of "cognitive" activities with an absence of the perspective of comprehensive education, such as the lack of physical education professionals, despite the fact that this component is indicated in the curriculum.