<?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>S1981-81062017000300493</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol27.n56.p493-510</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Programa mais educação e o novo modelo de escola de tempo integral: semelhanças e singularidades]]></article-title>
<article-title xml:lang="en"><![CDATA[Mais educação program and the new model of full-time school: similarities and singularities]]></article-title>
<article-title xml:lang="es"><![CDATA[Programa mais educação y el nuevo modelo de escuela de tiempo completo: similitudes y singularidades]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schimonek]]></surname>
<given-names><![CDATA[Elisangela Maria Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Teise de Oliveira Guaranha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></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>493</fpage>
<lpage>510</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062017000300493&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062017000300493&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062017000300493&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta e problematiza os Programas Mais Educa&#231;&#227;o (PME) e o novo modelo de educa&#231;&#227;o integral de S&#227;o Paulo. O primeiro foi implantado pelo Minist&#233;rio da Educa&#231;&#227;o (MEC) em 2008 por meio de conv&#234;nios com estados e munic&#237;pios, e o segundo pela Secretaria de Educa&#231;&#227;o do Estado de S&#227;o Paulo em 2012. Ambos ampliaram a jornada escolar dos estudantes, adotando modelos diferenciados, mas convergentes em alguns pontos. O estudo analisa os programas considerando: objetivos declarados, p&#250;blico-alvo, concep&#231;&#227;o de educa&#231;&#227;o integral, presen&#231;a do setor privado, sele&#231;&#227;o das escolas, profissionais envolvidos e fontes de recursos. Para obten&#231;&#227;o dos dados, recorreu-se a fontes prim&#225;rias - regulamenta&#231;&#245;es e documentos oficiais -, e fontes secund&#225;rias, analisando-se o conte&#250;do dos documentos. Complementarmente, recorreu-se a entrevista com gestor p&#250;blico. Destaca-se que o programa estadual institui diferencia&#231;&#227;o entre profissionais da mesma rede e atende um n&#250;mero &#237;nfimo de estudantes, com condi&#231;&#245;es infraestruturais qualitativamente superiores em rela&#231;&#227;o &#224;s escolas regulares. O PME abrange as escolas priorit&#225;rias e promove &#8220;sele&#231;&#227;o&#8221; de estudantes, a partir do crit&#233;rio &#8220;grau de vulnerabilidade social&#8221;. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This article presents and discusses the Mais Educa&#231;&#227;o Program and the new model of full-time education in S&#227;o Paulo state. The first was established by the Ministry of Education (MEC) in 2008 through agreements with states and municipalities, and the second, by the Secretary of Education of S&#227;o Paulo in 2012. Both extended the students&#8217; school day, adopting different models, but converging at some points. This study analyzes the programs considering: the stated objectives, the target audience, the concept of integral education, the presence of the private sector, the selection of schools, professionals involved and funding sources. To obtain data, we used primary sources - regulations and official documents - and secondary sources, analyzing the content of the documents. In addition, an interview with a public manager was carried out. We highlight that the State Program establishes the differentiation between professionals of the same network, meets a very small number of students with infrastructural conditions qualitatively superior compared to regular schools. The Mais Educa&#231;&#227;o Program covers the priority schools and selects students from the criterion degree of social vulnerability. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El art&#237;culo presenta y discute los programas M&#225;s Educaci&#243;n (PME) y el Nuevo Modelo de Educaci&#243;n Integral de S&#227;o Paulo. El primero, fue establecido por el Ministerio de Educaci&#243;n (MEC) en 2008 -por medio de acuerdos con los estados y municipios- y el segundo por la Secretaria de Educaci&#243;n del Estado de S&#227;o Paulo en 2012. Ambos ampliaron la jornada escolar de los estudiantes, adoptando distintos modelos, pero convergen en algunos puntos. El estudio analiza los programas teniendo en cuenta: los objetivos, p&#250;blico objetivo, el concepto de educaci&#243;n integral, la presencia del sector privado, la selecci&#243;n de escuelas, profesionales y fuentes de fondos. Para obtener los datos, se recurri&#243; a fuentes primarias - regulaciones y documentos oficiales, y fuentes secundarias, analizando el contenido de los documentos. Complementariamente tambi&#233;n se recurri&#243; a la entrevista con gestor p&#250;blico. Se&#241;ala que el programa del Estado establece la diferenciaci&#243;n entre profesionales de la misma red, recoger una peque&#241;a cantidad de estudiantes con condiciones de infraestructura estructural cualitativamente superiores en relaci&#243;n con las escuelas ordinarias. El PME incluye escuelas de prioridad y promueve la &#8220;selecci&#243;n&#8221; de alumnos, el grado de criterio de vulnerabilidad social.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Integral]]></kwd>
<kwd lng="pt"><![CDATA[Mais Educação]]></kwd>
<kwd lng="pt"><![CDATA[Novo Modelo de Educação Integral]]></kwd>
<kwd lng="en"><![CDATA[Integral Education]]></kwd>
<kwd lng="en"><![CDATA[Mais Educação Program]]></kwd>
<kwd lng="en"><![CDATA[New Model of Full-time Education]]></kwd>
<kwd lng="es"><![CDATA[Educación Integral]]></kwd>
<kwd lng="es"><![CDATA[Más Educación]]></kwd>
<kwd lng="es"><![CDATA[Nuevo Modelo de Educación Integral]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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