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PRADO, Edna Cristina do; PASSOS, Eliene Brito  e  SOUZA, Maria de Fátima Matos de. New names, old practices: what's different about New More Education?. Roteiro [online]. 2021, vol.46, e26849.  Epub 12-Mar-2021. ISSN 2177-6059.  https://doi.org/10.18593/r.v46i.26849.

The present reflection is the result of joint studies developed by two research groups, from the Northeast and North regions, respectively, and aimed to analyze what is innovative in the official discourse of the New Program More Education (PNME), instituted through the Ordinance. Interministerial No. 1,144, of October 10, 2016, replacing the Mais Educação Program. The methodological approach adopted is of a qualitative nature, developed through the procedures of bibliographic review and document analysis. The works Cavaliere (2009), Dutra e Moll (2018), Moll (2012), Passos (2020), among others, gave theoretical support to the analysis. Although the proposal of the “new” program is to improve learning in Portuguese and Mathematics in elementary school with the extension of the school day of children and adolescents, by supplementing the workload with 5 or 15 hours per week, in the shift and in the evening, research already developed in Brazil shows that the management concept adopted by the PNME is of a managerial nature and is anchored in the reforms that have been underway in the country since the 1990s, installing in the schools of basic education the culture of large scale assessment whose results assume the epicenter of the debates.

Palavras-chave : Public policy; Full-time education; New Program More Education..

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