<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062017000300475</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol27.n56.p475-492</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Reflexões sobre a escola do campo em tempo integral no município de Santarém - Pará]]></article-title>
<article-title xml:lang="en"><![CDATA[Reflections on the full-time education in rural schools of Santarém, Pará, Brazil]]></article-title>
<article-title xml:lang="es"><![CDATA[Reflexiones sobre la escuela del campo a tiempo completo en el municipio de Santarém - Pará]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcelos]]></surname>
<given-names><![CDATA[Clênya Ruth Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Solange Helena Ximenes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Oeste do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Oeste do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>27</volume>
<numero>56</numero>
<fpage>475</fpage>
<lpage>492</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062017000300475&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062017000300475&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062017000300475&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este texto visa compreender como a pol&#237;tica de educa&#231;&#227;o em tempo integral foi implementada em cinco escolas do campo em Santar&#233;m (Par&#225;) e de que forma esta tem influenciado no rendimento escolar dos alunos. A pesquisa &#233; caracterizada por ter natureza qualitativa, seguida de pesquisa de campo. Quanto aos sujeitos, foram entrevistados cinco grupos de indiv&#237;duos (professores, monitores, pais, diretores e coordenadora Mais Educa&#231;&#227;o). Os instrumentos de coleta de dados partiram da aplica&#231;&#227;o de entrevistas semiestruturadas, que foram organizadas em categorias e interpretadas atrav&#233;s da t&#233;cnica de an&#225;lise de conte&#250;do. O estudo reflete sobre a implementa&#231;&#227;o da pol&#237;tica de educa&#231;&#227;o integral no munic&#237;pio por meio do Programa Mais Educa&#231;&#227;o - (PME). Os resultados preliminares indicam que o programa representa uma ocupa&#231;&#227;o para os alunos, no sentido de tir&#225;-los da ociosidade, al&#233;m de propiciar melhoras no rendimento acad&#234;mico ap&#243;s participarem do programa. Tamb&#233;m indicam que persistem problem&#225;ticas na rela&#231;&#227;o entre professores e volunt&#225;rios do programa, na rela&#231;&#227;o espa&#231;o-tempo, bem como na conex&#227;o entre as atividades pedag&#243;gicas do tempo escolar e do tempo ampliado. O texto analisa essas quest&#245;es e aponta os desafios da implementa&#231;&#227;o da pol&#237;tica de educa&#231;&#227;o em tempo integral nas escolas do campo. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This article aims to understand how full-time education policy was implemented at five rural schools in Santar&#233;m, Par&#225;, Brazil, and how it has influenced students&#8217; school performance. This is a qualitative research, followed by field research. Five groups of individuals (teachers, monitors, parents, directors and education coordinator) were interviewed. Data collection was carried out through application of semi-structure interviews, which were organized in categories and interpreted through content analysis technique. The study reflects on the implementation of full-time education policy in the city through the Mais Educa&#231;&#227;o Program (PME). The preliminary results show that the program represents an occupation for students so as to they get rid of idleness, and there was better academic productivity after their participation in the program. They still indicate difficulties concerning the relationship between teachers and volunteers of the program, in the relation space vs. time, as well as in the connection between pedagogical activities of school period and expanded period. The article analyzes these problems and points out challenges for consolidating the full-time education policy in rural schools. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El texto pretende comprender c&#243;mo la pol&#237;tica de educaci&#243;n a tiempo completo fue implementada en cinco escuelas del campo en Santar&#233;m, Par&#225;, y de qu&#233; forma ha influenciado en el rendimiento escolar de los alumnos. La investigaci&#243;n se caracteriza como de naturaleza cualitativa, seguida de investigaci&#243;n de campo, en cuanto a los sujetos, fueron entrevistados cinco grupos de individuos (profesores, monitores, padres, directores y coordinadora Mais Educa&#231;&#227;o). Los instrumentos de recolecci&#243;n de datos comenzaron con la aplicaci&#243;n de entrevistas semiestructuradas, que se organizaron en categor&#237;as y fueron interpretadas a trav&#233;s de la t&#233;cnica de an&#225;lisis de contenido. El estudio aborda la implementaci&#243;n de la pol&#237;tica de educaci&#243;n integral en el Municipio, por el Programa Mais Educa&#231;&#227;o (PME). Los resultados preliminares indican que el programa representa una ocupaci&#243;n para los alumnos, en el sentido de quitarlos de la ociosidad, adem&#225;s de un aumento de rendimiento acad&#233;mico despu&#233;s de participar del programa. Se indica que persisten problem&#225;ticas en la relaci&#243;n entre profesores y voluntarios del programa en cuanto a espacio-tiempo, as&#237; como en la conexi&#243;n entre las actividades pedag&#243;gicas del tiempo escolar y el tiempo ampliado. El texto analiza estas problem&#225;ticas y se&#241;ala los desaf&#237;os de la implementaci&#243;n de la pol&#237;tica de educaci&#243;n en tiempo completo en las escuelas del campo. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Tempo Integral]]></kwd>
<kwd lng="pt"><![CDATA[Educação no Campo]]></kwd>
<kwd lng="en"><![CDATA[Policy]]></kwd>
<kwd lng="en"><![CDATA[Full-Time Education]]></kwd>
<kwd lng="en"><![CDATA[Rural Education]]></kwd>
<kwd lng="es"><![CDATA[Política]]></kwd>
<kwd lng="es"><![CDATA[Educación en Tiempo Completo]]></kwd>
<kwd lng="es"><![CDATA[Educación en el Campo]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
