Jornada escolar (parcial e integral) na educação infantil das redes municipais de ensino das capitais brasileiras: estudo comparado
Carregando...
Arquivos
Data
2024-03-22
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta Dissertação é resultado da pesquisa de Mestrado desenvolvida no Programa de Pós-Graduação em Educação da Universidade Estadual Paulista (UNESP), campus de Marília, vinculada à linha de pesquisa 4: “Políticas Educacionais, Gestão de Sistemas e Organizações, Trabalho e Movimentos Sociais” e ao Grupo de Pesquisa e Análise de Políticas Educacionais (GAPE). A pesquisa tem como objetivo geral comparar a jornada escolar (parcial e integral) na Educação Infantil das redes municipais de ensino das capitais brasileiras. Os objetivos específicos foram: sistematizar aspectos históricos e legais da Educação Infantil, privilegiando diretrizes, orientações e mudanças na organização da jornada escolar (parcial e integral); comparar estratégias e metas dos Planos Municipais de Educação das capitais brasileiras em termos de organização e de ampliação da jornada escolar (parcial e integral) e suas repercussões na oferta de Educação Infantil (matrículas e escolas); descrever e comparar a jornada escolar na Educação Infantil das capitais brasileiras, identificando similaridades e diferenças. Em termos de estrutura da Dissertação, são apresentados três percursos investigativos, cada um correspondente a um objetivo específico e determinados procedimentos metodológicos. O primeiro percurso investigativo demonstrou que, ao longo da história da Educação Infantil, os dois tipos de jornada escolar estiveram presentes, sendo, normalmente, o tempo integral associado a uma concepção assistencialista e destinado às crianças da classe popular, e a jornada parcial, com uma concepção mais pedagógica, geralmente destinada às crianças da elite. Atualmente, do ponto de vista legal, a jornada parcial tem o mínimo de 4 horas e a jornada integral, o mínimo de 7 horas. Desde 2014, o Plano Nacional de Educação estabelece meta e estratégias que indicam orientações político-pedagógicas para a organização e a ampliação da jornada escolar nos sistemas de ensino federal, estaduais, distrital e municipais. Assim, no segundo percurso investigativo foi realizada a análise dos Planos Municipais de Educação das capitais brasileiras; essa análise evidenciou que todas as capitais possuem meta para a Educação em tempo integral, sendo que a maioria legitimou a meta 6 do PNE. Com relação à Educação Infantil, a maioria das capitais propôs estratégias para a ampliação da jornada escolar para contemplar o período integral. Frente a essas diretrizes de ação, a análise dos dados da Sinopse Estatística da Educação Básica mostrou que a maior parte das crianças matriculadas na Educação Infantil, frequenta a escola em jornada parcial, sendo a creche o segmento com mais matrículas em jornada integral. A análise comparativa da meta/estratégia do PNE/PME com os dados da Sinopse Estatística da Educação Básica demonstrou desafios no segmento da pré-escola, já que a maioria das capitais não atingiu a meta/estratégia proposta. No terceiro percurso investigativo foi realizada a revisão da literatura sobre a jornada (parcial e integral) nas capitais brasileiras, o que possibilitou a sistematização de alguns elementos temporais, indicando a diversidade que pode existir na organização da jornada escolar. Adicionalmente, a análise comparada da carga horária das escolas de Educação Infantil das capitais, demarca as diferenças entre a jornada escolar, inclusive em escolas de uma mesma capital. A investigação encontrou uma variação de 2 horas e 7 minutos a 6 horas, na jornada parcial e de 9 a 15 horas na jornada integral. A pesquisa evidenciou que existem várias opções político-pedagógicas para a organização da jornada escolar (parcial e integral) e que as capitais brasileiras possuem suas próprias políticas para organizar e ampliar a jornada escolar.
This dissertation is the result of master’s research carried out in the Graduate Program in Education at the Universidade Estadual Paulista (UNESP), Marília campus, linked to research line 4: "Educational Policies, Management of Systems and Organizations, Work and Social Movements" and the Educational Policies Research and Analysis Group (GAPE). The general objective of the research is to compare the school day (part-time and full-time) in Early Childhood Education in the municipal education networks of Brazil's capital cities. The specific objectives were: to systematize historical and legal aspects of Early Childhood Education, focusing on guidelines, orientations and changes in the organization of the day school (part-time and full-time); to compare strategies and goals in Municipal Education Plans of Brazilian capitals in terms of organization and expansion of the school day (part-time and full-time) and its repercussions on the provision of Early Childhood Education (enrollments and schools); to describe and compare the school day in Early Childhood Education in Brazilian capitals, identifying similarities and differences. In terms of the structure of the dissertation, three research paths are presented, each corresponding to a specific objective and certain methodological procedures. The first investigation showed that, throughout the history of Early Childhood Education, both types of school day have been present, full-time usually associated with a welfare concept and aimed at children from the lower classes, and part time, with a more pedagogical concept, generally aimed at elite children. Currently, from a legal point of view, part-time has a minimum of 4 hours and full-time has a minimum of 7 hours. Since 2014, the National Education Plan has established goals and strategies that indicate political-pedagogical guidelines for the organization and expansion of the school day in federal, state, district and municipal education systems. In the second stage of the investigation, the Municipal Education Plans of the Brazilian capitals were analyzed; this analysis showed that all the capitals have a goal for full-time education, and most of them legitimized goal 6 of the PNE (National Education Plan). Regarding Early Childhood Education, most capitals proposed strategies for expanding the school day to include full-time education. In view of these action guidelines, the analysis of the data from the Statistical Synopsis of Basic Education showed that most children enrolled in Early Childhood Education attend school part-time, with daycare being the segment with the most full-time enrollments. The comparative analysis of the PNE/PME target/strategy with the data from the Statistical Synopsis of Basic Education showed challenges in the pre-school segment since most capitals did not reach the proposed target/strategy. The third stage of the research was a review of the literature on the school day (part-time and full-time) in Brazilian capitals, which made it possible to systematize some temporal elements, indicating the diversity that can exist in the organization of the school day. In addition, a comparative analysis of the working hours of Early Childhood Education schools in the capitals shows the differences between school hours, even in schools in the same capital. The research found a range of 2 hours and 7 minutes to 6 hours for part-time hours and 9 to 15 hours for full-time hours. The research showed that there are various political-pedagogical options for organizing the school day (part-time and full-time) and that Brazilian capitals have their own policies for organizing and extending the school day.
This dissertation is the result of master’s research carried out in the Graduate Program in Education at the Universidade Estadual Paulista (UNESP), Marília campus, linked to research line 4: "Educational Policies, Management of Systems and Organizations, Work and Social Movements" and the Educational Policies Research and Analysis Group (GAPE). The general objective of the research is to compare the school day (part-time and full-time) in Early Childhood Education in the municipal education networks of Brazil's capital cities. The specific objectives were: to systematize historical and legal aspects of Early Childhood Education, focusing on guidelines, orientations and changes in the organization of the day school (part-time and full-time); to compare strategies and goals in Municipal Education Plans of Brazilian capitals in terms of organization and expansion of the school day (part-time and full-time) and its repercussions on the provision of Early Childhood Education (enrollments and schools); to describe and compare the school day in Early Childhood Education in Brazilian capitals, identifying similarities and differences. In terms of the structure of the dissertation, three research paths are presented, each corresponding to a specific objective and certain methodological procedures. The first investigation showed that, throughout the history of Early Childhood Education, both types of school day have been present, full-time usually associated with a welfare concept and aimed at children from the lower classes, and part time, with a more pedagogical concept, generally aimed at elite children. Currently, from a legal point of view, part-time has a minimum of 4 hours and full-time has a minimum of 7 hours. Since 2014, the National Education Plan has established goals and strategies that indicate political-pedagogical guidelines for the organization and expansion of the school day in federal, state, district and municipal education systems. In the second stage of the investigation, the Municipal Education Plans of the Brazilian capitals were analyzed; this analysis showed that all the capitals have a goal for full-time education, and most of them legitimized goal 6 of the PNE (National Education Plan). Regarding Early Childhood Education, most capitals proposed strategies for expanding the school day to include full-time education. In view of these action guidelines, the analysis of the data from the Statistical Synopsis of Basic Education showed that most children enrolled in Early Childhood Education attend school part-time, with daycare being the segment with the most full-time enrollments. The comparative analysis of the PNE/PME target/strategy with the data from the Statistical Synopsis of Basic Education showed challenges in the pre-school segment since most capitals did not reach the proposed target/strategy. The third stage of the research was a review of the literature on the school day (part-time and full-time) in Brazilian capitals, which made it possible to systematize some temporal elements, indicating the diversity that can exist in the organization of the school day. In addition, a comparative analysis of the working hours of Early Childhood Education schools in the capitals shows the differences between school hours, even in schools in the same capital. The research found a range of 2 hours and 7 minutes to 6 hours for part-time hours and 9 to 15 hours for full-time hours. The research showed that there are various political-pedagogical options for organizing the school day (part-time and full-time) and that Brazilian capitals have their own policies for organizing and extending the school day.
Descrição
Palavras-chave
Educação em tempo integral, Política educacional, Plano municipal de educação, Educação comparada, Full-time education, Educational policy, Municipal education plan, Comparative education
Como citar
SILVA, Fernanda Aparecida Oliveira. Jornada escolar (parcial e integral) na educação infantil das redes municipais de ensino das capitais brasileiras: estudo comparado. 2024. 134 f. Dissertação (Mestrado em Educação) - Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (Unesp), Marília, 2024.