A Concepção Empresarial da Educação Integral e(m) Tempo Integral

Bruno Adriano Rodrigues Da Silva

doi:10.1590/2175-623676399

Abstract

RESUMO O objetivo deste artigo é analisar teoricamente as formulações do Banco Mundial, as prescrições do Centro de Estudos e Pesquisa em Educação, Cultura e Ação Comunitária e as normatizações fixadas no programa Mais Educação sobre o tema da Educação integral e(m) Tempo Integral. Tal análise se faz pertinente em função da legislação educacional brasileira vigente sobre o tema, em especial, a meta 6 do atual Plano Nacional de Educação. Para realizar o estudo utilizou-se pesquisa bibliográfica e análise de documentos que problematizam o tema. Concluímos que existe uma sintonia entre as formulações do Banco Mundial e as prescrições do Cenpec, sendo o programa Mais Educação uma síntese empresarial dessa relação.

Highlights

The discussion on full-time integral education (EITI – Escola Integral e(m) Tempo Integral)1 in the Brazilian educational policy as a way to intervene in social inequalities, through public schools, demands greater debates because it has specificities in the relation between the State and the organized civil society
The aim of this article, is to analyze theoretically the World Bank (WB) formulations, the Cenpec prescriptions and the norms set by the PME about the EITI
Despite not having – in this collection of articles, experience reports and testimonies that we analyzed – any consideration on the relation between the authors’ opinions and the defense the Cenpec promotes of a conception of EITI, we considered that the opinions expressed in the document, to some extent, integrate this Cenpec conception, mainly because, in its editorial, such conception is evoked by the President-Director5 of this institution when considering that the thematic notebook produces a “[...] state of the art of integral education in Brazil, presenting the reflections and practices that are based on this conception or that use this reference.” (Setúbal, 2006, p. 3, emphasis added) But what is this reference?

Summary

Bruno Adriano Rodrigues da SilvaI

This article aims to theoretically analyze the World Bank formulations, the Center for Studies and Research in Education, Culture and Community Action (Cenpec – Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária) prescriptions, and the More Education program norms on the topic of Full-Time (and) Integral Education. Such analysis is pertinent due to the current Brazilian educational legislation on the topic, especially the sixth goal from the National Plan for Education in force.

Introduction

Findings

Final Remarks