Políticas de educação integral e/em tempo integral na rede estadual de ensino do Tocantins (2011-2018)

Abstract

This research analyses full-time and/or integral education policies in Tocantins, implemented between 2011 and 2018. In this sense, it seeks to investigate the principles, the conceptions, the normalization and the procedures that organize full-time and/or integral education in public schools, as well as to analyze the documents that rule this policy, focusing on the management of time and pedagogical spaces. Likewise, it established the analytic landmarks that underpin integral education practices, weather in normal or in full-time schools, emphasizing mainly the role of school in student’s integral education. In methodological terms, this is a bibliographic research associated to a documental research. The documental analysis based on the chosen theoretical framework enabled an approximation between the main elements of (integral) full-time education policy, which are present in official documentation concerning local and national politics. Therefore, this analysis enabled the unfolding of Brazilian legislation in the regulation of integral education policies in State of Tocantins’ public education, regarding its principles and normalization. The analytic exercise identified, in the official documentation, the analytical categories that answered the research question; these categories were divided in three items: (a) Full-Time Elementary Education in Tocantins’ State Schools; (b) Humanized, Integral Education; (c) Pedagogical Territories: Integration Between Education and Social Policies. Therefore, through this analytic perspective, arises the outline to explore the dimensions that are highly considered from the structuring to the implementation of such national policy. Through this analytic approach, it was possible to perceive the analogy with Anísio Teixeira’s idealizations; it was also possible to verify the approximation between social and educational policies, emphasizing the establishment of new pedagogical territories. This research concludes amplifying the debate about integral education policies and emphasizing the importance of understanding these educational policies, as well as, simultaneously, rethinking the role of schools when adopting policies related to students’ permanence and to school-time extension.