<?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>1981-1969</journal-id>
<journal-title><![CDATA[Jornal de Políticas Educacionais]]></journal-title>
<abbrev-journal-title><![CDATA[J. Pol. Educ-s]]></abbrev-journal-title>
<issn>1981-1969</issn>
<publisher>
<publisher-name><![CDATA[Núcleo de Políticas Educacionais da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-19692020000100110</article-id>
<article-id pub-id-type="doi">10.5380/jpe.v14i0.73897</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Construção e desconstrução da política de indução do tempo integral no ensino fundamental]]></article-title>
<article-title xml:lang="en"><![CDATA[Construction and deconstruction of full-time school induction policy]]></article-title>
<article-title xml:lang="es"><![CDATA[Construcción y desconstrucción de la política inductora de la jornada ampliada]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Zenildo José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Cibele Maria Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Educação, Culturas e Identidades -PPGECI (UFRPE/FUNDAJ)  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,PPGECI (UFRPE/FUNDAJ)  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-19692020000100110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-19692020000100110&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-19692020000100110&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo tem por objetivo fazer análise comparativa do Programa Mais Educação (2007-2015), do Programa Novo Mais Educação (2016-2018) até o desmonte no governo atual. Considerando a política como discurso e como texto, utilizamos a abordagem pós-crítica para a análise dos documentos oficiais. São claras as diferenças nas políticas de currículo desses programas. O primeiro possuía uma proposta curricular com o objetivo de &#8220;formação integral&#8221; e intercultural e representou a maior iniciativa federal de indução do tempo integral no ensino fundamental porque foi implantado em quase 60 mil escolas. O &#8220;Novo Programa&#8221; estabeleceu como prioridade a melhoria das avaliações padronizadas em detrimento de outros conhecimentos. Mesmo considerando que ambos possuíam limitações, o cenário atual é de total desaparecimento de uma proposta do governo federal, em um contexto de aprofundamento do neoliberalismo e do neoconservadorismo. Argumentamos que os programas e sua ausência estão vinculadas aos projetos políticos das gestões, como políticas de governo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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 &#8220;integral formation&#8221; 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 &#8220;New Program&#8221; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este artículo es hacer un análisis comparativo entre el Programa Más Educación (2007-2015) y el Programa Nuevo Más Educación (2016-2018) hasta el desmantelamiento del gobierno actual. Considerando la política como discurso y como texto, utilizamos el enfoque poscrítico para análisis de documentos oficiales de estos programas. Las diferencias en las políticas curriculares de estos programas son claras. El primero tuvo una propuesta curricular con el objetivo de "formación integral" e intercultural y representó la mayor iniciativa federal para inducir el tiempo completo en la educación primaria porque se implementó en casi 60 mil escuelas. El &#8220;Nuevo Programa&#8221; estableció como prioridad la mejora de las evaluaciones estandarizadas en detrimento de otros conocimientos. Aun considerando que ambos tenían limitaciones, el escenario actual es la desaparición total de una propuesta del gobierno federal, en un contexto de profundización del neoliberalismo y neoconservadurismo. Sostenemos que los programas y su ausencia están vinculados a los proyectos políticos de las administraciones, como políticas de gobierno.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação em tempo integral]]></kwd>
<kwd lng="pt"><![CDATA[jornada ampliada]]></kwd>
<kwd lng="pt"><![CDATA[Programa Mais Educação]]></kwd>
<kwd lng="pt"><![CDATA[Programa Novo Mais Educação]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="en"><![CDATA[Full-time school]]></kwd>
<kwd lng="en"><![CDATA[More Education Program]]></kwd>
<kwd lng="en"><![CDATA[New More Education Program]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="es"><![CDATA[Jornada Ampliada]]></kwd>
<kwd lng="es"><![CDATA[Programa Más Educación]]></kwd>
<kwd lng="es"><![CDATA[Nuevo Programa Más Educación]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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