Banca de DEFESA: ALEX VIEIRA DA SILVA

Full-Time Education Policy in the State of Alagoas: an analysis of the Alagoan Full-Time Education Program

Educational politics. Full-Time Education. Alagoan Comprehensive Education Program.

The object of study was the Alagoan Integral Education Program (PALEI), with the research field being the pilot school for the implementation of the Program, of the 13th Special Education Management (GEE), in the municipality of Maceió. The research had the general objective of investigating the Alagoano Integral Education Program, as a full-time education policy for high school in the state of Alagoas, with specific objectives: a) analyzing the design of the educational policy for full-time high school in the state of Alagoas; b) understand/present the influences of business reformers on the proposal for full-time education; c) analyze the PALEI curriculum proposal implemented in the school context; d) identify the challenges experienced by the school in implementing PALEI.The guiding question was: How is the Alagoan Integral Education Program (PALEI) being implemented as a full-time education policy for high school in the state of Alagoas? The thesis defended is that the formulation of the Alagoan Comprehensive Education Program, when based on the High School Reform, distorted the principle of integral human formation, failing to include objectives that oppose the immediate demands of the market. The methodology was developed through a qualitative approach, from the perspective of field research. The method used was the case study (Yin, 2015). The data collection instruments were document analysis, semi-structured interviews and focus groups/discussion groups. The research participants were the management team (manager, deputy manager, pedagogical coordinators, teaching coordinator and school secretary), teachers from Comprehensive High School and Technical and Professional Education, members of the Student Union and the Special Manager for Strengthening Education in Full and Complementary Time (SEDUC), in addition to the High School Supervisors of the State Department of Education who worked between the years 2015 and 2021 and the former school managers. Content Analysis was used as a methodological strategy for data processing. The analysis categories were Educational Policy, Full-Time Education, Alagoas Full-Time Education Program.The main results of the research showed that: a) although the legal documents present a discussion, even if succinct, about the integral training of subjects in all its dimensions, the conception of educational policy evidenced in PALEI corresponds to the expansion of the school day, directed for training young people to meet the objectives of external assessments; b) the PALEI creation process is in line with management policies, supported by political-educational considerations that standardize, homogenize and de-characterize the school and its specificities; c) business education reformers contributed to the formulation of educational policies with market and managerial biases, directly or indirectly influencing the organization of educational processes; d) the regulations and guiding documents that guided the creation of the Full-Time Education Policy in the state of Alagoas have as their basic source guidelines that are in line with an education model based on the logic of capital, whose central objective is to reproduce a perspective corporate training for the job market; e) PALEI's two curricular proposals are aligned with the Secondary Education Reform, following its guidelines and guidelines, which distance themselves from integral human training; f) the main challenges for implementing PALEI are: financial and human resources, school infrastructure, students' permanence at school, time for planning activities, understanding of the policy among school actors. Given the data presented, it can be inferred that PALEI presents, in its conception and organization, marketing principles, which demonstrate a formation with a capitalist bias, arising from the reform of secondary education. Integral human formation, which should be the core of educational policy, is not at the structural basis of the Alagoan Integral Education Program.