Educação de tempo integral: desafios na implementação da política pública na EEMTI Padre Saraiva Leão na cidade de Redenção-CE

Abstract

This dissertation, developed within the scope of the Professional Master's Degree Program of the Professional Graduate Program (PPGP) in management and Evaluation of Public Education of the Public Policies Center and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF) aims to understand the challenges in the process of implementing the state public policy for full-time high school education and promoting multiple literacies at the Full-Time High School (EEMTI) Padre Saraiva Leão. From this perspective, the question that drives this study is: how can multiple literacies practices favor the implementation of full-time policy at the EEMTI Padre Saraiva Leão? To develop this piece of research, we used the literature related to the challenges of implementing full-time education reflected, initially, in the light of the authors: Ana Maria Villela Cavaliere (2002); Isa Maria F. R. Guará (2009); Moacir Gadotti (2009); Gesuína de Fátima Elias Leclerc and Jaqueline Moll (2012); and Miguel G. Arroyo (2012). Regarding multiple literacies, the ideas of Magda Soares (2003, 2004) and Roxane Rojo (2009, 2010) are the basis for our work. The methodology used was a qualitative approach, since we intended to collect data through interviews and questionnaires with the actors involved in the implementation process of the full-time program and of the times and spaces for multiple literacies, in this case, the school management, the teachers, and the students of the researched teaching unit.