O Programa Mais Educação e seus entrelaces com a Educação Integral: desafios e perspectivas para as escolas do município de Nova Iguaçu

Abstract

The growing debate about popular urgencies and the pursuit for an education that qualifies itself, empowering life and society, in the contemporary world, has surely resonated in public educational policies. As a result, other forms of education have been emerging as an effort of recreating schools as art, welcoming diversity and encouraging equality democracies and intensifying autonomy democratic movements, in an attempt to place itself in this context despite having to face the current education model. In this educational scenarium, which involves a number of efforts and attempts, contradictions and ambivalences, this study aims at investigating the “Much Education” Program, focusing on the expansion of the public school schedules. Proposals for full-time education are expanding through the “Much Education” Program as an alternative to consolidate public inclusion policies in Nova Iguaçu, Rio de Janeiro. However, it can be said that, in practice, the program implementation have not taken into consideration teachers participation and the adverse conditions in which public schools are inserted. This study is a qualitative research, based on the analysis of official documents about the implementation of the Program, as well as on the specific literature review and observation of everyday school life. Thus, the aim of this research is to analyze the trajectory of Full Time Education in Nova Iguaçu, promoting a reflection on the experiences that are being built in the research context, in an attempt to contribute and (re)significate the learning spaces, due to necessity of the creation of new educational policies in which education can be alive and full.