Implementação da educação em tempo integral em Caarapó - MS: percepções de atores sobre o Projeto "Caminhos para o Saber"

Abstract

This dissertation is linked to the Research Line Policies and Management of Education within the Graduate Program in Education at the Federal University of Grande Dourados (PPGEdu/UFGD). Full-Time Education (FTE) constitutes one of the strategies adopted by the Brazilian State to expand the right to education and to promote improvements in the quality of teaching. Within this context, the study aimed to analyze the "Caminhos para o Saber" Project, developed in a municipal school in Caarapó - MS, seeking to identify the conditions for its implementation, its potentialities, and the challenges to its continuity as a municipal public policy. The research adopted a qualitative approach, grounded in documentary analysis and semi-structured interviews conducted with actors involved in the project’s implementation. The findings indicate that the establishment of FTE in the municipality was facilitated by the articulation between municipal management, the school team, and resources derived from federal programs, enabling the extension of school hours and the development of pedagogical, cultural, and sports activities directed toward students in situations of greater social vulnerability. However, challenges were identified concerning dependence on external funding, the need for expansion and adequacy of physical infrastructure, the sustainability of actions following changes in administration, and the institutionalization of the policy at the municipal level. It is concluded that the consolidation of Full-Time Education in small municipalities requires the articulation of pedagogical quality, adequate infrastructure, continuous financing, and political-administrative commitment; otherwise, successful experiences risk being limited to temporary initiatives, hindering the achievement of the goals established in the National Education Plan.