<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602012000300007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Programa Mais Educação: avanços e desafios para uma estratégia indutora da educação integral e em tempo integral]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leclerc]]></surname>
<given-names><![CDATA[Gesuína de Fátima Elias]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moll]]></surname>
<given-names><![CDATA[Jaqueline]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2012</year>
</pub-date>
<numero>45</numero>
<fpage>91</fpage>
<lpage>110</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602012000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602012000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602012000300007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo compartilha parte dos debates sobre a estratégia de ampliação da jornada escolar na perspectiva da Educação Integral no ensino fundamental, engendrada pelo Programa Mais Educação, que é desenvolvido pelo Ministério da Educação em parceria com Estados e Municípios, desde 2008. Seu foco é a compreensão do modus operandi para a paulatina e progressiva reorganização da escola nessa perspectiva, materializado através dos macrocampos definidos no Decreto Presidencial 7083/2010. O foco constitui-se pelos apontamentos cri&#769;ticos e propositivos em relaça&#771;o à divisa&#771;o da vida escolar em turnos e as ações necessárias para sua superação. Trata-se do olhar que capta, por um lado, o turno fixo, em que prevalecem as disciplinas tradicionais, que constituem o nu&#769;cleo duro do curri&#769;culo e, por outro, os contraturnos flexíveis, em que prevalecem as atividades que procuram tornar o "tempo escolar agradável". O trabalho tem como pano de fundo os movimentos realizados pelo Ministério da Educação na implicação de diferentes atores institucionais da educação brasileira na construção de uma pauta política e pedagógica em favor da Educação Integral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article shares part of the debates about the strategy to enlarge schooling day in an Integral Education perspective for Primary and Secondary Education. The strategy has been proposed by the More Education Program, which has been developed by The Ministry of Education in partnership with States and Municipalities, since 2008. Its focus is to find and propose a modus operandi for the progressive and continuous reorganization of the public school in that perspective according to the macro fields defined by the Presidential Decree 7083/2010. Our aim is to criticize the division of schooling life in shifts of studies and to propose some actions required for overcoming it. We consider, on one hand, the fixed main shift in which the traditional disciplines prevail and that constitutes the hard core of the curriculum; on the other hand, we also consider a flexible second shift in which the activities that can make the "schooling time pleasant" prevail. This paper has as background the efforts made by the Ministry of Education in order to regroup and motivate different institutional actors of Brazilian education in the construction of a political and pedagogical agenda in favor of integral education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Programa Mais Educação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Integral]]></kwd>
<kwd lng="pt"><![CDATA[Território]]></kwd>
<kwd lng="pt"><![CDATA[Turno e Contraturno]]></kwd>
<kwd lng="en"><![CDATA[More Education Program]]></kwd>
<kwd lng="en"><![CDATA[Integral Education]]></kwd>
<kwd lng="en"><![CDATA[Territory]]></kwd>
<kwd lng="en"><![CDATA[Shift and After School Activities]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Programa Mais Educa&ccedil;&atilde;o: avan&ccedil;os e desafios para uma  estrat&eacute;gia indutora da educa&ccedil;&atilde;o integral e em tempo integral.</h2> <h3>More Education  Program: breakthroughs and challenges for an inducing strategy of full time integral  education.</h3>     <p>&nbsp;</p> <h4>Gesu&iacute;na de F&aacute;tima Elias Leclerc, Jaqueline Moll</h4>     <p>&nbsp;</p></font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Educação e Sociedade]]></source>
<year></year>
<volume>23</volume>
<numero>78</numero>
<issue>78</issue>
<page-range>199-222</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
