Programa “mais educação”: uma resposta política aos diagnósticos de crise da escola brasileira?

Abstract

The research entitled Programa “Mais Educação”: a political response to diagnoses of crisis in the Brazilian school? problematizes whether the Program which is our object of study, by following the recent resume of the concept of full-time integral education, consists of a political response to reports of social crisis at school. Coherent with such questioning, this paper reflects on the answer initially regarded as affirmative that was concretized through juridical changes put into practice by Programa Mais Educação. The methodological strategies used in this research were based on literature review and analysis of documents that have both instituted and regulated Programa Mais Educação, such as Inter-ministerial Norm nr.17 (2007), Reference Text for National Debate (2009), and Decree 7.083 (2010), which have stemmed from the Federal Constitution (1988) and the Educational Guidelines and Standards – LDB (1996). From this perspective, the first chapter presents some sociological approaches of school as a social institution in crisis, considering some classic writings about this theme. In the second chapter, the main historical experiences of integral education in Brazil are pointed out. In the third chapter, given the principle that the school crisis is related to society processes, a documental analysis of the proposal of integral education, i.e. Programa Mais Educação, is performed, regarding the Program as a response to the crisis in the contemporary school, and considering the legal bases that have supported it. Finally, meanings found in the Reference Text for National Debate are analyzed, such as: quality, resources, longer times and enlarged spaces, and the extrapolation of the school functions in relation to knowledge transmission, protection and assistencialism.