EDUCAÇÃO (EM TEMPO) INTEGRAL NA ESCOLA PÚBLICA: condicionantes históricos, limites e desafios atuais.

Abstract

"Integral (in time) education in the public school: historical conditions, limits and current challenges" objetive analyze the historical conditions, limits and current challenges that permeate the initial implementing process of the proposal of full-time education in a municipal public school of education The research is based on the reference of historical-dialectical materialism to understand the relations of the categories Politics, integral education and public school, determined by the socioeconomic context of capitalist society, but With the possibility of reinterpretation and intervention of the social subjects who experience it. For effectiveness, the following procedures were used: a bibliographic research based on Cabral Neto (2009); Saviani (2007, 2010, 2014); Duarte (2003); Tonet, (2005); Silva e Silva (2012, 2013 and 2014); Algebaile (2009); Pinheiro (2009); Cavaliere (2010 and 2014); Coelho (2002 and 2009); Gallo (2002), Mauricio (2013), among others, in order to enable a better understanding of the research object; The documentary analysis on the Brazil legislation and the implementation process in the public school in order to complement the information on the national politics and local proposal implemented; And field research in a public school, conducted through semi-structured interviews with teaching professionals (teachers, coordinators and managers) and observation in loco. The structure of the work contemplated foundations of the conception of integral education developed in Brazil, that influenced the current educational debate; The education politics (in full time) regulated from the years of 1990; and the implementation of the full-time education proposal implemented in the Municipal Public Network of São Luís-MA, based on a "full-time school" experience. The results of the research evidenced that the conceptions of integral education developed are determined by the relationship education and society, by the socioeconomic context and class challenges; That the brazilian educational politics implemented a comprehensive (in time) education proposal of a "reignified" neoliberal concept that articulates managerialist concepts to the promotion of social protection and vunerability for socioeconomic balance and educational quality, challenging the public school to implement these various purposes . The schools UEB Esperança (name fictitious) evidenced the divergence between the politics guidelines implemented and the conditions offered by the municipal/national administration, provoked by the government politics and/or discontinuity of the brazilian politics. It was verified that the educational conception of the teaching profession is impregnated by concepts of the educational politics of an assistentialist nature interrelated to the expansion of knowledge of conditioned integral perspective and to the achievement of evaluative goals, combined with the overcoming of the restricted conditions of the school public through a privatizing strategy and conditioned by neoliberal impositions, state omission and learning deficits of the children of workers or unemployed, which are reflected in the organization of the pedagogical work limiting the work of the professionals in the attainment of the promoted quality of education.