Integral education or fulltime education? An analysis of the Mais Educação Program and Guaporé Project of Fulltime Education in Rolim de Moura - RO, State Schools

Abstract

The article discusses the contradictions between integral education and fulltime education and then analyze both concepts, the offered conditions and to show the integral education results implemented by the Mais Educação Program and in the Guaporé Project in schools of the municipality of Rolim de Moura, in the state of Rondônia, from the principles of unilateral education. As the methodological approach, it was performed a qualitative research guided by historical and dialectical materialism, as it considered that reality cannot be understood instantly, but as a result of multiple factors. The results showed that the Mais Educação Program and the Guaporé Project of Integral Education implemented in Rolim de Moura is essentially of welfare and compensatory character, once they act in order to diminish social vulnerability, dropping of school and IDEB increase. The intensification of school hours does not mean the existence of pedagogical practices in the integral education perspective. In face of this concept, it is necessary that the school receiving the policies of integral education rethink their practices after school hours, so that integral education does not lose its political meaning.