Uma análise da implementação do contraturno nas escolas municipais de Belo Horizonte
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-29
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
106
jan./dez.
46
106
jan./dez.
Coleções
Resumo
Os programas de contraturno desenvolvidos nas escolas municipais de Belo Horizonte/MG, mais especificamente, os Programas Escola Integrada e Segundo Tempo interagem com a dinâmica escolar e, por vezes, provocam justaposição na concretização de suas ações. O objetivo deste estudo foi investigar a implementação desses programas por meio de pesquisa bibliográfica e estudo de caso. A técnica de coleta foi a entrevista com coordenadores dos programas, pais, estudantes e educadores. A pesquisa baseou-se no ciclo de política e estudos do discurso para refletir as práticas políticas e sociais desenroladas na dinâmica escolar. Na análise da implementação os vínculos profissionais podem oferecer fragilidades na efetivação da política bem como provocar tensões no universo da gestão local e central dos programas que estruturam o contraturno escolar. Ademais, as concepções dos sujeitos envolvidos impactam nos resultados da política. Nesse sentido, este estudo contribui para as possibilidades de abertura de interpretações dos diversos sujeitos que participam da comunidade escolar oportunizando a autoria das vozes e protagonismo coletivo no caminho da construção de “encontros potentes”.
The evening programs developed in the municipal schools of Belo Horizonte / MG, more specifically, the Integrated School and Second Time Programs interact with the school dynamics and, sometimes, cause juxtaposition in the concretization of their actions. The aim of this study was to analyze the implementation of school hours through the speeches of the subjects involved in the context of the practice of educational actions. The investigation included bibliographic research and case study and, in addiction,the collection technique was the interview with program coordinators, parents, students and educators. Finally, the research was based on the policy cycle and discourse studies to reflect the political and social practices developed in the school dynamics. In the analysis of the implementation, professional ties can offer weaknesses in the effectiveness of the policy as well as cause tensions in the universe of local and central management of the programs that structure school hours. Furthermore, the conceptions of the subjects involved impact the policy results. In this sense, this study contributes to the possibilities of opening interpretations of the various subjects who participate in the school community, providing opportunities for the authorship of voices and collective protagonism in the path of building “powerful encounters”
The evening programs developed in the municipal schools of Belo Horizonte / MG, more specifically, the Integrated School and Second Time Programs interact with the school dynamics and, sometimes, cause juxtaposition in the concretization of their actions. The aim of this study was to analyze the implementation of school hours through the speeches of the subjects involved in the context of the practice of educational actions. The investigation included bibliographic research and case study and, in addiction,the collection technique was the interview with program coordinators, parents, students and educators. Finally, the research was based on the policy cycle and discourse studies to reflect the political and social practices developed in the school dynamics. In the analysis of the implementation, professional ties can offer weaknesses in the effectiveness of the policy as well as cause tensions in the universe of local and central management of the programs that structure school hours. Furthermore, the conceptions of the subjects involved impact the policy results. In this sense, this study contributes to the possibilities of opening interpretations of the various subjects who participate in the school community, providing opportunities for the authorship of voices and collective protagonism in the path of building “powerful encounters”
Descrição
Palavras-chave
Programa de contraturno escolar, Implementação, Discurso, School shift program, Implementation, Discourse
Citação
SILVA, Marcília de Sousa; ISAYAMA, Hélder Ferreira; COSTA, Luciana Assis. Uma análise da implementação do contraturno nas escolas municipais de Belo Horizonte. Educação (UFSM), Santa Maria, RS, v. 46, n. 106, p. 1-29, jan/dez. 2021. https://doi.org/10.5902/1984644443534. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/43534. Acesso em: 2022-07-20