ABSTRACT
The objective of this dissertation is to analyze how the New More Education program
was appropriated and used, from a school of the municipal public school of Fortaleza,
through the conceptions of full time education and integral education, contained in its
proposal; and the results achieved by the school, through the index of development of
basic education (IDEB). The development of this dissertative work was through the
theoretical contribution of several authors such as Gadotti, Paro, Libâneo, Freire and
others; as well as the analysis of the institutional material in the form of Laws, Decrees,
Ordinances, Discourses that subsidized this research, in the analysis of the context of
the implementation of this public education policy in Brazil, and specifically in
Fortaleza. The time cut included the years between (2007 and 2016), the Lula and
Dilma Roussef government, and the year (2017), when the program for New More
Education (PNME) will be reformulated, considering the historical-social context,
political and economic context in which it was implemented.The study contemplated
two levels of analysis: the first relates to the More Education program as an inducer of
a full-time public policy, and the second to New More Education and its proposal based
on the deficit of Portuguese language and mathematics teaching that aims to achieve,
or even to continually exceed the goals of the IDEB. The issue of the quality of
education was addressed by explaining the dependence of educational policy on
international organizations, which control the resources allocated to programs and
projects executed, the logic of capital in terms of neoliberal politics. Exploratory in
nature, this research followed a qualitative approach, with a view to conducting
interviews with the social actors that make up the school: management, pedagogical
coordinator, supervisor or educational supervisor, teachers, parents and students, and
an SME professional which accompanies the program; in the data collection we
confront the conceptions about the (PNME) of each social actor interviewed. At the
municipal network level, the program aims to contribute to increase the permanence
of the student in school, improve the trapping of students along with the IDEB indexes.
the results of the field research pointed to the strengthening of the discussions about
the program and the need to expand the school's activities with the community; and
the interviewees consider the program as an alternative to the integral formation of the
human being.
Keywords: Public Policy. Educational Policy. Full-time school. Quality of education.
