O MODELO DE EDUCAÇÃO INTEGRAL IMPLANTADO NO MARANHÃO E O INDICADOR DE QUALIDADE: CASO DE UMA ESCOLA DA REDE PÚBLICA DE ENSINO ESTADUAL

Abstract

This research investigates the influence of the full-time education model on the Basic Education Development Index (IDEB) in Maranhão, focusing on the comparative analysis of two educational models: Centros Educa Mais, with a propaedeutic approach, and the State Institutes of Education, Science and Technology of Maranhão (IEMAs), which integrate academic and technical-professional training. The theoretical framework explores the concept of full-time education, which transcends the transmission of academic knowledge to encompass the holistic development of the individual. Drawing on authors such as John Dewey, Anísio Teixeira, and Paulo Freire, education is understood as a continuous and interactive process in which learning integrates social, emotional, and cognitive dimensions. The research adopts a qualitative approach, applying comparative analysis based on Gil’s perspective and content analysis according to Bardin. Data were collected from official IDEB reports and the Maranhão State Department of Education. The results indicate that full-time education models perform significantly better than traditional teaching. In 2023, while the IDEB of full-time schools exceeded 4.0, the analysis of the Learning Recovery Plan revealed patterns in the selection of descriptors and methodologies, showing a balance between traditional approaches and active strategies. It is concluded that the full-time education model has the potential to contribute to education in Maranhão by reducing educational inequalities and improving teaching quality. However, public policies must ensure that the expansion of these models occurs equitably, guaranteeing broad and inclusive access for all students.