Escola em tempo integral : política educacional, gestão da pobreza e a produção social do consenso
MetadataMostrar registro completo
This research was aimed at studying / researching the process and the social consequences of educational policy management for the Brazilian public school, whose tendency is to implement the School Full-Time. Based on the analysis of official documents and reports, the literature review on the topic and a qualitative research with the research subjects we seek to dwell on the analysis of the following key questions that guide the study: To analyze how the model of education full-time was historically, becoming a consensus with regard to educational policies aimed, in theory, improving the quality of education; Understanding the influence of multilateral organizations in the social production of this consensus and the practical view of implementation in developing countries, such as Brazil; Examine ways of receipt of such policy in the school ground through the research subjects who experience in a concrete way, the dilemmas posed to school through this educational modality that expands the role of the school while makes new demands to those who make up in its various spheres; Identify and describe concepts and comprehensive education practices full time evidenced in educational programs of the municipality / school searched; And may, therefore, examine what are the specifics of this program, in normative sense, the municipality studied in relation to national policy School Full-Time and observe to what extent this school marked out in full-time school attaches to the role of people management poor and poverty, as a space of "guardian" of children in situations of social vulnerability; After carrying out semi-structured interviews, informal conversations, observations, systematic notes in Fieldbook and the daily life of the school in the city studied, it was observed that: You can not understand the meaning of school full time today, without taking into account the social changes from the 1990s, mainly to turn the social policies of management parameters in international organizations (such as the World Bank and UN) regarding combating poverty (or vulnerability), to moralize the discussion depoliticizing it at the same time. And socially producing consensus that educational (and social) policies, focused on poor management (and poverty), when guided by the individualization both in the process of work as the education / training process - mobilizing subjectivity "autonomous" and "trained "that can emerge through self development - act to legitimize, in the name of social justice, individual success. The school produced under this social effect is extended in time, but without corresponding qualitative straight to it promulgates, due mainly to the conditions of objective and subjective insecurity which promote individualization rather than the collective, the guilt due to the charges social circle, body and mental suffering on the negative and lasting effects on the subjectivity of teachers and the lack of perspective in relation to the direction of the teaching profession and school as fact institution forming and socialization of knowledge.