A política de educação integral em tempo integral no contexto do novo ensino médio: análise da rede estadual de ensino do Espírito Santo
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Data
2025-09-29
Autores
Gonçalves, Thalita Matias
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Universidade Federal do Espírito Santo
Resumo
This thesis proposes to investigate the Full-Time Integral Education Policy (Educação Integral em Tempo Integral – EITE) in the Education System of Espírito Santo, Brazil, within the New High School (Novo Ensino Médio – REM). The aim is to examine the expansion of school time induced by the current reform, initially established by Law No. 13.415/2017, and subsenquetenly partially repealed by Law No. 14.945/2024. The study takes into consideration the contributions of French sociological theory, particularly the workf of Pierre Bordieu and Fraçois Dubet. The research is guided by some questions: What criteria has the State Secretariat of Education (SEDU) adopted in planning the policy of extended school time? What new forms of sociability does the full-time policy seek to establish? Can it operate as a mechanism to mitigate educational inequalities? Considering the perspective adopted in this research, based on the French sociology of education, this study also asks: how do the approaches of Bourdieu and Dubet help explain the full-time education policy within the broader context of Brazil’s high school reform? What are their analytical contributions when interrogating an educational policy which aims the working-class students in a country located on the periphery of global capitalism? The analysis undertaken reveal that the criteria establish by SEDU highligh both the influence of social vulnerabilty, alined with national guidelines, and the centrality of large-scale assessments. The methodological approach is qualitative, combining literature review, document analysis, and interviews with SEDU staff directly involved in implementing this policy. In practice, SEDU limits istelf to mapping deemed to have greater potential for adopting the full-time model, withouth considering the perspectives of the school Community, the School Council, or local management. This policy is aligned with action logics structured around the school performance, measured through na extensive range of assessment tools, with a tendency to promote the adaptation of Young people to the demands of an unstable labor market, while simultaneously diminshing opportunities for humanistic and critical education. The high school reform promotes the diversification of curricular pathways, under the premise of making schooling more attractive, relying on the rhetoric that students can choose what they wish to study, thereby individualizing educational trajectories. The findings also show that the full-time education policy does not reduce inequalities, as many students cannot access it due to the need of reconciling study and work, a reality acknowledge by the interviewed school agents. In Espírito Santo, this policy becomes inaccessible to working youth, pushing many towards Youth and Adult Education (Educação de Jovens e Adultos – EJA) programs or leading to school dropout. Moreover, in municipalities where only public high schools are available, its implementation may further restrict the right to education. The research concludes that, in Espírito Santo, full-time high school express a contradictory logic: while promising inclusion, they tend to reinforce selectivity. Within the context of the High School Reform (REM) more students are excluded than included, and retention is limited to those able to adapt and internalize the demands of large-scales assessments. This text aknowledges that the sociology of education, as developed by Pierre Bordieu and François Dubet, though stemming from distinct approaches, offers valuable analytical tools for examining educational policies in Brazil, as both aim to understand the practices through which inequalities are produced and reproduced in contemporary contexts. Our analysis of the Full-Time Education Policy (EITI) suggests that it does not alter the structural reproduction of social inequalities, as Pierre Bordieu warned as early as the 1960s, particularly because it hinders school retention for many students and diminishes access to the kinds of knowledge necessary for fostering a reflective, intelectually autonomous youth. This recognition invites further reflections about the multiple inequalities currently faced by students, who nonetheless also engage in social experiences whose logics of action may simultaneously deepen inequalities and generate forms of resistance and collective mobilization, which this thesis propose as future investigations.
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Políticas educacionais , Tempo Integral , Novo ensino médio , Sociologia da educação