Escolas públicas em tempo ampliado no município de Curitiba do estado do Paraná

Abstract

This thesis studies the integral education during extended time in full time schools of elementary education in of Curitiba has a qualitative approach with a historical nature.The main goal of the research is the analysis of political and educational bases that support the plans of creation and implantation to expand the school day, offering educational opportunities and full-time education in those schools. It has these specific goals: to investigate educational public policies that underlie the expansion of the school day in Brazil, to analyse the historical trajectory of those educational public policies for the creation and expansion of full time schools in Curitiba and research the public policies that induces the enlargement of the full time schools in Municipal Education Network (RME) in Curitiba. When studying the amplification of the school day, it is assumed that such schools in extended time offer opportunities for learning and formation, however, there is an extreme need of reflections and discussions on philosophical, cultural, economic, social, political, local, management and training issues, so that the reality is understood from the school context; as well as the micro and macro political interactions, so that those needs and demands can be approached in order to create educational opportunities for all. To support the discussions presented in the theoretical and empirical research, authors were used: Jaqueline Moll, Verônica Branco, Yvelise Freitas de Souza Arco-Verde, Miguel Arroyo, Moacir Gadotti, Vitor Paro, Dermeval Saviani e Ana Cavalieri. In view of the discussions held, the thesis defends the premise of improvement in organizational, physical and, in particular, financial investments, in extended time schools, as well as in continued formation and in career plans. For that, questions are presented in the final considerations, thereby the expansion of schools in extended time requires pedagogical and political commitment from managers and public educational policies that consider local specificities.