Fundamentos e concepções do projeto intermunicipal de escola de tempo integral : um estudo de caso

Abstract

The present dissertation is the result of an investigation that sought to rescue the stories and memories about the process of creation and implantation of the Full-time School Intermunicipal Project, which started to be developed as from 2002. This Project was responsible for the extension of school days in at least 5 (five) schools located in areas bordering the municipality. The research was based on the approach of the policy cycle (MAINARDES, 2006) as a way to understand and evaluate public policies, the research method was the Study of Case (YIN, 2001) and the technique of the data analysis was the Content Analysis (BARDIN, 2011). Interviews were conducted with 11 (eleven) formulators, among them members of the Education Department at the time and members of the pedagogical team that was responsible for monitoring the schools participating in the Project. Data analysis provided important findings. Among them, the fact that the Project arises in a context of pedagogical reformulation of the network that had adopted the organization of teaching in Learning Cycles. The interviewees indicated that the aim of the Project was promoting an expansion of the quality of Education offered by the municipality. The conception of Education defended by the interviewees was tied to a political perspective of training for citizenship. The Project had as a guiding thread, among other perspectives, Esthetic Education and the republican school ideal. In practice, respondents report that the Project has succeeded in breaking the one-teacher school, improving the grades of schools in the external evaluation indexes and in the follow-up and orientation towards the teachers. The main challenges of the Project, according to the interviewees, were, in addition to the precarious infrastructure of schools, the Project discontinuity after management changes.