Abstract

BARBOSA, Zenildo José  and  RODRIGUES, Cibele Maria Lima. Construction and deconstruction of full-time school induction policy. J. Pol. Educ-s [online]. 2020, vol.14, e73897.  Epub Dec 01, 2021. ISSN 1981-1969.  https://doi.org/10.5380/jpe.v14i0.73897.

The purpose of this article is to make a comparative analysis between the More Education Program (2007- 2015) and the New More Education Program (2016-2018) until the dismantling in the actual administration. Considering politics as discourse and as text, we use the post-critical approach to analyse the documents of these programs. The differences in the curriculum policies of these programs are clear. The first had a curricular proposal with the objective of “integral formation” and interculturality and represented the biggest federal initiative to induce full-time in elementary education because it was implemented in almost 60 thousand schools. The “New Program” established as a priority the improvement of standardized assessments to the detriment of other knowledge. Even considering that both had limitations, the current scenario is the total disappearance of a proposal from the federal administration,, in a context of deepening neoliberalism and neoconservatism. We argue that the programs and their absence are linked to the political projects of the administrations, such as government policies.

Keywords : Full-time school; More Education Program; New More Education Program; curriculum.

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