Banca de DEFESA: SARAH PORTO DA PAIXÃO BARBOSA PEREIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : SARAH PORTO DA PAIXÃO BARBOSA PEREIRA
DATE: 27/05/2024
TIME: 14:30
LOCAL: Fundaj Apipucos
TITLE:

FULL-TIME EDUCATIONAL POLICY FOR EARLY YEARS ELEMENTARY EDUCATION IN RECIFE 

 

KEY WORDS:
PAGES: 166
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The research aims to analyze Recife's full-time educational policy for the initial years of elementary school and the translation and interpretation processes, from the perspective of the actors who participate in such policy. As a theoretical reference, we anchored ourselves in the studies of Stephen Ball, Meg Maguire and Anette Braun (2016). In the methodology we chose the Case Study approach. To this end, we carried out: interviews with part of the team from the municipality's education department; interviews with full-time school managers; analysis of the documents guiding such policy. In data analysis, we used Discursive Textual Analysis - ATD (Moraes & Galiazzi, 2006), as we understand that politics produces desires for truth (Foucault, 1996) and actors can produce new meanings for such politics. The municipality of Recife began the full-time education experience in 2002, with five early years schools (Medeiros, 2016; Melo, 2017). Currently (2024), it has four full-time early years schools (1.96% of the total number of early years schools), three of which came from the first experience in 2002 - serving 705 students. In the current administration, the Full-Time Schools Program was established by Ordinance No. 2103 of December 27, 2019. Municipal management has invested in infrastructure and in the supply of teaching materials and resources, not only in EMTIs, but in all schools in the education network. In full-time schools, teachers work two shifts. There are temporary teachers who do not enjoy the same rights as permanent teachers (who have an additional salary). It was possible to conclude that municipal policy is based on the discourses of New Public Management (NGP), on neoliberal logic (Verger and Normand, 2015). In the meantime, the curriculum's central focus is “membership of the BNCC” and the search for results. Therefore, in the morning shift the following subjects are offered: Portuguese Language; Art; Physical education; Mathematics; Sciences; History and geography. These curricular components are part of the teaching policy of the Recife network - common to all schools in the city in the initial years of regular education. In the afternoon, so-called Complementary Activities are offered: Orientation and Studies; Communication and Language (literary literacy and musicalization); Initiation to Scientific Research; Mathematical Games; Environment and Health; Educational technology; Life Project. There is a perception of a shift school to the detriment of an integrated curriculum, according to the interviews. In this sense, there is a predominance of “cognitive” activities with an absence of the perspective of comprehensive training, such as the lack of physical education professionals, despite the provision of this component being indicated in the curriculum.

COMMITTEE MEMBERS:
Presidente - ***.536.134-** - CIBELE MARIA LIMA RODRIGUES - FJN
Interna - RACHEL COSTA DE AZEVEDO MELLO
Externa à Instituição - JAQUELINE MOLL - UFRGS