Educação integral: uma análise da implementação da E.I no município de São Luís -MA

Abstract

This work is part of the Research Group Educational Scientific Culture and Knowledge Production, Research Field: School Institutions, Knowledge and Educational Practices of the Graduate Program in Education / Master of Education from the Federal University of Maranhão. The dissertation entitled: Comprehensive education: a review of the implementation of EI in São Luís-MA. It aims: to analyze the historical process and the ideological and legal foundations that support the experiences of comprehensive education in Brazil focusing on the experience developed in São Luís (MA). To this end, it is necessary to undertake a historical and investigative journey, trying to understand the ideological basis upon which underpin the current discourse on the subject into focus. The research is qualitative in nature, based on historical dialectic materialism, which allowed us to understand the contradictory basis of integral concepts of education. The research development stages include the bibliographical research, documentary and field where data collection was made through semi-structured interviews aiming to analyze the assumptions, concepts of holistic education, and the legal foundations that support this theme, such as the Federal Constitution 1988, LDB No. 9.394 / 1996, the PNE, and Normative Interministerial nº- 17, of 24 April 2007 establishing the More Education Program, at the municipal level highlight the SME / SL (2015 -2024) and the Comprehensive Educational books (SEMED, 2014). The analysis had with refencicias the authors seguite: Jaeger (2013), Ponce (1985), Cambi(1999),Marx, Engles(1999),Gallo(1995),Moriyón(1989),Cavalari(1999),Teixeira(1959)Lombardi(2010),Manacorda(2011,Gadotti(2009),Oliveira(2009),Tont(2012), Frigotto (2009), among others. The text systematized into four sections, the first reserved for the demarcation of the object, the methodological theoretical path of research. The second analyzes the assumptions of comprehensive education. The third examines the theoretical bases of Marxist and anarchist conceptions of integral education. In the fourth section are the analysis of field research data on the implementation process of the EI in São Luís-MA. Based on the data of empirical research, we analyzed the perceptions and present speeches in the interviews, with respect to EI implementation process in public schools of São Luís-MA education from 2009 to 2014. The data Research points to a process still under construction, a Comprehensive Education policy.