Abstract
Integral education is an important part of the history of citizenship, therefore, of man, and, thus, it is a theme that has been deeply discussed and its concepts reworked over the years. This proposal aims to discuss and reflect, from a literature review, on the Full-Time Education Program. This is a bibliographic and descriptive study. It is hypothesized that in order for education to be, in fact, integral, only to increase the length of stay in school does not entail integral education. Considering this context, the article will deal with the paths taken by comprehensive education, focusing on this program. The fact that integral education, even today, even if it has become popular, is a challenge for the country, due to the lack of resources and training of teachers in most schools, which justifies the relevance of the study. Public policies on the theme will be presented and how this proposal has been consolidated in Brazil.
Highlights
One of the pillars of the new methodology in front of Brazilian public schools is school democracy and a new path is established in decentralization and autonomy, assigning to schools the responsibility of enabling the particularity of the administration and organization of access to applicability and social control (PARO, 2007; LIMA, 2002; SOUZA, 2009)
The research will discuss about integral education from a historical perspective, aiming to verify the impacts arising from this theme in school units, which, for the most part, affect aspects of responsibility and administrative autonomy, collectivity and encompass decisions
The MEC – Ministry of Education began to deal only with the national education policy, and, with a directed look, it is concerned with the preparation for the exercise of citizenship and the large masses of the population, offering services demanded by society
Summary
One of the pillars of the new methodology in front of Brazilian public schools is school democracy and a new path is established in decentralization and autonomy, assigning to schools the responsibility of enabling the particularity of the administration and organization of access to applicability and social control (PARO, 2007; LIMA, 2002; SOUZA, 2009). The MEC – Ministry of Education began to deal only with the national education policy, and, with a directed look, it is concerned with the preparation for the exercise of citizenship and the large masses of the population, offering services demanded by society. Integral school education in the country is a demand for basic education and should be public, considering aspects of a social, cultural and historical nature. Full-time education: A brief overview transfigurations of society and establishing themselves in practices and meditations that concern the methods that constitute to help in the socialization and citizenship of Brazilian education (SANTOS; PEREIRA; MELLO, 2019; MENEZES, 2012; RIBETTO; MAURÍCIO, 2009). The school space focused on normal or traditional school is often not enough to ensure the set of learning necessary for children, adolescents, young people and adults to face social impasses in contemporary times (SANTOS; PEREIRA; MELLO, 2019; MENEZES, 2012; RIBETTO; MAURÍCIO, 2009). The objective of this work is to list and describe the paths that lead to full-time education, emphasizing that it should be accessible to all students
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