Biblioteca Digital de VanguardiaThe More Education Program: Pretexts, Contexts and Discursive Practices in the Northeast
This article aims to present a partial analysis of research on evaluation of the More Education Program held in 24 public schools (state and municipal) four northeastern cities: Fortaleza, João Pessoa, Maceió and Aracaju. We used Ball and Bowe´s approach to analyze the interviews with head schools a...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Faculdade de Filosofia e Ciências
2017
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| Acceso en línea: | https://revistas.marilia.unesp.br/index.php/educacaoemrevista/article/view/6775 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69652 |
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| author | RODRIGUES, CIBELE MARIA LIMA CASTRO, ANA EMÍLIA GONÇALVES CUNHA JÚNIOR, JOSÉ LOPES |
| author_facet | RODRIGUES, CIBELE MARIA LIMA CASTRO, ANA EMÍLIA GONÇALVES CUNHA JÚNIOR, JOSÉ LOPES |
| author_sort | RODRIGUES, CIBELE MARIA LIMA |
| collection | Repositorio |
| description | This article aims to present a partial analysis of research on evaluation of the More Education Program held in 24 public schools (state and municipal) four northeastern cities: Fortaleza, João Pessoa, Maceió and Aracaju. We used Ball and Bowe´s approach to analyze the interviews with head schools and the coordinators of the program in their respective departments. Thus, in the text, we analyze also the context that influenced the creation of the program and the its guiding documents.We concluded that the documents with the pedagogical guidelines are not used by the head schools. The (official) guidelines indicate a curricular reorganization, the propose an interdisciplinary and intercultural perspective so that it is not just an “occupation” in the contraturno.The (official) guidelines indicate a curricular reorganization, which proposes an interdisciplinary and intercultural perspective so that the activities of the program do not represent only an “occupation” in the other school shift. Such conception was found in only four schools (one in each city). In these cases, was noticed that these schools had a pedagogical coordination that allowed a better integration with the curriculum. In the discursive practices the idiosyncrasies predominate and the vision of offering activities to “occupy the time” (with the sense of social protection). The factor that influenced perception was the existence of formation. The interviewees concluded that the program elevates students’ self-esteem and awakens a taste for studies, especially by including sports and arts.
Recebido em: 30/11/2015.Aprovado em: 11/02/2017. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO69652 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2017 |
| publisher | Faculdade de Filosofia e Ciências |
| record_format | greenstone |
| spelling | clacso-CLACSO696522022-03-21T16:59:30Z The More Education Program: Pretexts, Contexts and Discursive Practices in the Northeast O PROGRAMA MAIS EDUCAÇÃO: PRETEXTOS, CONTEXTOS E PRÁTICAS DISCURSIVAS NO NORDESTE RODRIGUES, CIBELE MARIA LIMA CASTRO, ANA EMÍLIA GONÇALVES CUNHA JÚNIOR, JOSÉ LOPES Educação integral Política educacional Gestão educacional. Integral education Educational policy Educational management This article aims to present a partial analysis of research on evaluation of the More Education Program held in 24 public schools (state and municipal) four northeastern cities: Fortaleza, João Pessoa, Maceió and Aracaju. We used Ball and Bowe´s approach to analyze the interviews with head schools and the coordinators of the program in their respective departments. Thus, in the text, we analyze also the context that influenced the creation of the program and the its guiding documents.We concluded that the documents with the pedagogical guidelines are not used by the head schools. The (official) guidelines indicate a curricular reorganization, the propose an interdisciplinary and intercultural perspective so that it is not just an “occupation” in the contraturno.The (official) guidelines indicate a curricular reorganization, which proposes an interdisciplinary and intercultural perspective so that the activities of the program do not represent only an “occupation” in the other school shift. Such conception was found in only four schools (one in each city). In these cases, was noticed that these schools had a pedagogical coordination that allowed a better integration with the curriculum. In the discursive practices the idiosyncrasies predominate and the vision of offering activities to “occupy the time” (with the sense of social protection). The factor that influenced perception was the existence of formation. The interviewees concluded that the program elevates students’ self-esteem and awakens a taste for studies, especially by including sports and arts. Recebido em: 30/11/2015.Aprovado em: 11/02/2017. O artigo apresenta uma análise parcial de pesquisa de avaliação do Programa Mais Educação, realizada em 24 escolas públicas (municipais e estaduais) de quatro capitais nordestinas: Fortaleza, João Pessoa, Maceió e Aracaju. Foram analisadas entrevistas com gestores escolares e os coordenadores do programa nas respectivas secretarias, a partir da abordagem do ciclo de políticas (Ball e Bowe). Assim, ao longo do texto, são analisados: o contexto que influenciou a criação do Programa e os documentos orientadores. Percebeu-se que os documentos com as orientações pedagógicas não eram utilizados pelos gestores escolares. As orientações (oficiais) indicam uma reorganização curricular, com uma perspectiva interdisciplinar e intercultural para que as atividades do programa não representem apenas uma “ocupação” no contraturno. Tal concepção foi encontrada apenas em quatro escolas (sendo uma em cada capital). Nesses casos, percebeu-se que as escolas possuíam uma coordenaçãopedagógica que possibilitava melhor integração com o currículo. Nas práticas discursivas predominam as idiossincrasias e a visão de ofertar atividades para “ocupar o tempo” (com o sentido de proteção social). O fator que influenciava a percepção era existência de formação. Gestores e coordenadores concluíram que o programa eleva a auto-estima dos alunos e desperta o gosto pelos estudos, sobretudo pela inclusão de esportes e artes. Recebido em: 30/11/2015.Aprovado em: 11/02/2017. 2017-03-14 2022-03-21T16:59:30Z 2022-03-21T16:59:30Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://revistas.marilia.unesp.br/index.php/educacaoemrevista/article/view/6775 10.36311/2236-5192.2017.v18esp.05.p73 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69652 por https://revistas.marilia.unesp.br/index.php/educacaoemrevista/article/view/6775/4418 Copyright (c) 2017 Educação em Revista application/pdf Faculdade de Filosofia e Ciências Educação em Revista; v. 18 (2017): Edição Especial; 73-94 2236-5192 1518-7926 |
| spellingShingle | Educação integral Política educacional Gestão educacional. Integral education Educational policy Educational management RODRIGUES, CIBELE MARIA LIMA CASTRO, ANA EMÍLIA GONÇALVES CUNHA JÚNIOR, JOSÉ LOPES The More Education Program: Pretexts, Contexts and Discursive Practices in the Northeast |
| title | The More Education Program: Pretexts, Contexts and Discursive Practices in the Northeast |
| title_full | The More Education Program: Pretexts, Contexts and Discursive Practices in the Northeast |
| title_fullStr | The More Education Program: Pretexts, Contexts and Discursive Practices in the Northeast |
| title_full_unstemmed | The More Education Program: Pretexts, Contexts and Discursive Practices in the Northeast |
| title_short | The More Education Program: Pretexts, Contexts and Discursive Practices in the Northeast |
| title_sort | more education program: pretexts, contexts and discursive practices in the northeast |
| topic | Educação integral Política educacional Gestão educacional. Integral education Educational policy Educational management |
| url | https://revistas.marilia.unesp.br/index.php/educacaoemrevista/article/view/6775 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69652 |