Escola de tempo integral: análise do processo de implementação em Campo Grande

Abstract

The full-time school receives increasing emphasis in national policies and initiatives of networks and public school units as enabler of increased educational quality, putting new research problems. According to that, we seek to answer the following question: what were thought and implemented, from the full-time School Project to expand the child's length of staying in school? In this context, the general objective of this research was to analyze the formulation process and implementation of the full-time School Project in Campo Grande, in order to learn his concept of full education and full-time school (FTS) and identify the elements that can contribute to increase the educational quality. We structured this research with a qualitative approach. For the solution of this problem, we did bibliographical studies, analysis of guiding documents of the implementation project and analysis of field data, through printed data requests of the full-time Schools and interviews with their school leaders and a technician from the Municipal Secretary of Education that is responsible for monitoring its implementation. The first chapter contextualized the full education policy in Brazil beyond the search process for improving the educational quality. In the second chapter, experiences were explored that formed the context of influence of currently full-time education policy. The third chapter explained the conception of full-time school and full education implied to the (FTS) Project in Campo Grande. In the fourth chapter, the conception of full education and full-time school revealed that are practiced in FTS, it was analyzed that over the years, the implementation process was developed, the school moves to take on a predominantly welfare role over democratic to the extent that the increases proposed in their Project with regard to interdisciplinary curriculum structuring, to the technological fluency development, the intensive use of technologies, continued formation of teachers, implementing the IntegraEduca system and monitoring conducted by the Secretary were not fully developed.