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The topicality of the problem under consideration is dictated by the introduced changes in the regulations related to the application of specific requirements for the admission of students subject to education in the first grade. The publication outlines the specifics related to the implementation of the admissions plan in terms of the requirements to be met by the school director and his management team. Important duties of the school director are outlined, which he should fulfill in the process of his planning, as well as his in relation to the challenges he faces in carrying out its practical implementation.

De eerste 2 focust op de vaste uren bewegingsonderwijs voor alle kinderen tussen 4 en 18 jaar oud. Binnen de eerste 2 uren wordt het bewegen als doel gezien met als basis ‘beter leren bewegen’. Hierbij staan de lessen bewegingsonderwijs centraal en is de vakleerkracht de spil in het web. De + 1 staat voor een uur meer en specialistisch bewegen. Hieronder vallen activiteiten zoals bewegend leren, motorische remedial teaching en (pauze)spelen op het schoolplein. Zaken waarin bewegen als middel wordt gebruikt door de diverse (beweeg)professionals in en om school. De + 2 staat voor méér bewegen en sporten. Hierin gaat het om breed bewegen, bij sportverenigingen, naschoolse programma’s, pleinsporten of buurtactiviteiten. Hierin wordt verbinding gezocht tussen vakleerkrachten, buurtsportcoaches, combinatiefunctionarissen, sportverenigingen, sportbonden en alle beweegpartners die kinderen van 4-18 jaar meer en beter laten bewegen.

Hoe implementeer je de Dynamische Schooldag in jouw school?Dave van Kann, Remo Mombarg & Mirka Janssen

A partir de los hallazgos en los estudios relacionados con el Programa Jornada Única y a la necesidad de comprender la sensación de inconformidad de los maestros colombianos frente a este programa, surge el presente trabajo de investigación, que tiene por objetivo evaluar la incidencia de la implementación del programa Jornada Única en la calidad educativa de las instituciones oficiales del municipio de Montería, teniendo en cuenta los objetivos planteados por el mismo. El diseño metodológico empleado fue de carácter mixto- triangular. Para el estudio cualitativo se realizaron entrevistas semiestructuradas y grupos focales, que permitieron identificar que la percepción de la comunidad educativa acerca del programa es mayormente negativa. Para el estudio cuantitativo se realizó un análisis correlacional que permitió identificar que mayor tiempo en la escuela influye en los resultados de las Pruebas Saber, más no lo hace en el Índice Sintético de Calidad Educativa, ni en la disminución de factores de riesgo y vulnerabilidad. Ambos estudios permiten concluir que el programa no ha tenido un impacto significativo en la calidad educativa de las instituciones del municipio, puesto que solo ha cumplido con uno de los tres objetivos propuestos en su etapa de diseño. Introducción ...................................................................................................... 17 Capítulo I ........................................................................................................... 21 1. Descripción del problema ............................................................................ 21 1.1. Antecedentes del problema ................................................................... 21 1.2. Formulación del problema .................................................................... 24 1.3. Justificación de la investigación ............................................................ 24 1.4. Objetivos ............................................................................................... 27 1.4.1. Objetivo general: .......................................................................... 27 1.4.2. Objetivos específicos: ................................................................... 27 Capítulo II ......................................................................................................... 29 2. Marco de Referencia .................................................................................... 29 2.1. Antecedentes investigativos (Estado del Arte)...................................... 29 2.1.1 Investigaciones sobre la incidencia de la Jornada Escolar en la calidad de la educación. ................................................................................................... 29 2.1.1.1 Evaluación del impacto de la Jornada Única en Colombia. .... 38 2.2. Marco teórico- conceptual ..................................................................... 42 2.2.1. Referente conceptual. .................................................................... 42 2.2.1.1. Jornada Única ......................................................................... 42 2.2.1.2. Calidad Educativa ................................................................... 45 2.2.2. Referente teórico........................................................................... 47 2.2.2.1 El tiempo escolar y la calidad educativa .................................. 47 2.2.2.2 Evaluación de programas educativos de política pública......... 52 2.2.2.3 Calidad educativa ..................................................................... 58 Capítulo III ........................................................................................................ 62 3. Metodología ................................................................................................. 62 3.1 Tipo de investigación ............................................................................. 64 3.2 Diseño metodológico.............................................................................. 66 3.2.1 Población y muestra........................................................................ 67 3.2.1.1 Componente cualitativo ........................................................... 68 3.2.1.1.1 Criterios para la selección de la muestra ........................... 68 3.2.1.2 Componente cuantitativo ......................................................... 69 3.2.2 Fases de la investigación ................................................................ 69 3.2.2.1 Fase 1: Conocimiento del programa (¿Qué programa vamos a evaluar?) ........................................................................................................... 70 3.2.2.2 Fase 2: Evaluación de la implementación (¿Se ha llevado a cabo el programa tal y como se diseñó? ¿Cómo ha sido esa puesta en marcha y por qué funciona el programa?) ............................................................................. 71 3.2.2.2.1 Categorización ................................................................... 71 3.2.2.2.2 Técnicas e instrumentos .................................................... 73 3.2.2.2.2.1 Validación de instrumentos ........................................ 74 3.2.2.2.2.1.1 Entrevista a directivos docentes ........................... 74 3.2.2.2.2.1.2 Entrevista a docentes ........................................... 80 3.2.2.2.2.1.3 Entrevista estudiantes .......................................... 83 3.2.2.2.2.1.4 Entrevista padres de familia ................................. 88 3.2.2.2.3 Técnicas de análisis ........................................................... 94 3.2.2.3 Fase 3: Evaluación de la eficacia (¿Los resultados obtenidos son efecto del programa desarrollado o de otras variables o aspectos no contemplados?) ................................................................................................ 94 3.2.2.3.1 Operacionalización de variables........................................ 95 3.2.2.3.2 Levantamiento de datos ..................................................... 97 3.2.2.3.3 Técnicas de análisis ........................................................... 97 3.2.2.4 Fase 4: Comparación de resultados ......................................... 97 Capítulo IV ........................................................................................................ 98 4. Resultados .................................................................................................... 98 4.1 Análisis e interpretación de datos........................................................... 98 4.1.1 Fase 1: Conocimiento del programa (¿Qué programa vamos a evaluar?) .............................................................................................................. 98 4.1.2 Fase 2: Evaluación de la implementación (¿Se ha llevado a cabo el programa tal y como se diseñó? ¿Cómo ha sido esa puesta en marcha y por qué funciona el programa?) ...................................................................................... 107 4.1.2.1 Reconocimiento de voces por categorías ............................... 108 4.1.2.1.1 Análisis descriptivo por categorías ................................. 108 4.1.2.1.1.1 Categoría: Implementación del Programa JU ........... 108 4.1.2.1.1.1.1 Componente pedagógico .................................... 109 4.1.2.1.1.1.2 Componente de recurso humano docente .......... 114 4.1.2.1.1.1.3 Componente de infraestructura .......................... 119 4.1.2.1.1.1.4 Componente de alimentación escolar ................ 123 4.1.2.1.1.2 Categoría: Resultados del Programa JU .................. 129 4.1.2.1.1.2.1 Indicador ISCE .................................................. 129 4.1.2.1.1.2.2 Indicador Pruebas Saber .................................... 137 4.1.2.1.1.2.3 Indicador Factores de riesgo y vulnerabilidad ... 141 4.1.3 Fase 3: Evaluación de la eficacia (¿Los resultados obtenidos son efecto del programa desarrollado o de otras variables o aspectos no contemplados?) .................................................................................................. 145 4.1.3.1 Hipótesis 1: Correlación tiempo en la escuela/competencia básicas y ciudadanas ...................................................................................... 146 4.1.3.2 Hipótesis 2: Correlación tiempo en la escuela/ISCE ............. 151 4.1.3.3 Hipótesis 3: Correlación tiempo en la escuela/Factores de riesgo y vulnerabilidad. ............................................................................................ 159 4.1.4 Fase 4: Comparación de resultados .............................................. 164 4.1.4.1 Triangulación del primer indicador de Calidad educativa: Prueba Saber. ............................................................................................................. 165 4.1.4.2 Triangulación del segundo indicador de Calidad educativa: ISCE ....................................................................................................................... 167 4.1.4.3 Triangulación del tercer indicador de Calidad educativa: factores de riesgo y vulnerabilidad. ............................................................................. 169 5. Conclusiones y recomendaciones ................................................................. 172 5.1 Recomendaciones .................................................................................... 178 Referencias Bibliográficas ............................................................................. 180 Maestría Magíster en Educación Trabajos de Investigación y/o Extensión

This article aims to analyze the school days in European Union countries, systematizing similarities and differences between education systems. The compared analysis involved fifteen member countries and focused on the descriptive and comparative phases of the classical comparative method. School days are socio-historical and cultural constructions, which result in sometimes convergent, sometimes divergent policies in the region. In general, the compulsory school day in European countries is from 5 to 6 hours per day. However, there are many features, including investment in policies that integrate curricular and extracurricular activities, as supervised socio-educational times. Through compared analysis, it was possible to identify perspectives and alternatives to the school day configuration to better answer to the demands and needs of the subjects of education. Résumé Cet article vise à analyser la durée de la journée scolaire des pays de l’Union européenne et systematiser les similitudes et les différences entre les systèmes éducatifs. L’analyse comparée a porté sur quinze pays membres et s’est concentrée sur les phases descriptive et comparative de la méthode comparative classique. Les journées scolaires sont des constructions socio-historiques et culturelles, qui entrainent des politiques tantot convergentes, tantot divergentes dans la région. En général, la journée scolaire obligatoire dans les pays européens est de 5 à 6 heures par jour. Cependant, il existe de nombreuses spécificités, notamment l’investissement dans des politiques intégrant les programmes d’études, les activités parascolaires et les périodes socio-éducatives supervisées. Grâce à une analyse comparative, il a été possible d’identifier des perspectives et des alternatives à la configuration de la journée scolaire afin de mieux répondre aux demandes et aux besoins des sujets de l’éducation. Resumen Este artículo tiene como objetivo analizar las jornadas escolares de países de la Unión Europea, sistematizando similitudes y diferencias entre los sistemas educativos. El análisis comparado involucró a quince países miembros y se centró en las fases descriptiva y comparativa del método comparativo clásico. Las jornadas escolares son construcciones sociohistóricas y culturales, que resultan en políticas a veces convergentes y otras veces divergentes en la región. En general, la jornada escolar obligatoria en los países europeos es de 5 a 6 horas al día. Sin embargo, hay muchas especificidades, entre ellas la inversión en políticas que integran actividades curriculares, extracurriculares y tiempos socioeducativos supervisados. A través del análisis comparado fue posible identificar perspectivas y alternativas a la configuración de la jornada escolar para responder mejor a las demandas y necesidades de los sujetos de la educación. Resumo O presente artigo tem como objetivo analisar as jornadas escolares de países da União Europeia, sistematizando semelhanças e diferenças entre os sistemas educativos. A análise comparada envolveu quinze países-membros e focalizou as fases descritiva e comparativa do método comparativo clássico. As jornadas escolares são construções sócio-históricas e culturais, o que resulta em políticas ora convergentes, ora divergentes na região. De forma geral, a jornada escolar compulsória dos países europeus é de 5 a 6 horas diárias. No entanto existem muitas especificidades, entre as quais o investimento em políticas que integram atividades curriculares, extracurriculares e tempos socioeducativos supervisionados. Por meio da análise comparada foi possível identificar perspectivas e alternativas à configuração da jornada escolar para melhor responder às demandas e necessidades dos sujeitos da educação.

The research is aimed to identify, analyze, and examine concerning to: (1) what is Permendikbud Law No. 23 of 2017 on the political politics of School Days? And (2) how is the implementation of Permendikbud Number 23 of 2017 concerning School Days in Semarang City? The method of this research is qualitative with the type of sociological juridical legal research. The research explored some information through interviews and observation in some schools in Semarang as well as Education Unit in Semarang Government. The research highlighted that the law politics of School Day in Semarang City included the substance of Permendikbud Number 23 of 2017, namely the strengthening of character education at the high school level, provisions on school days and hours, and implementation of school day provisions. The philosophical reasons for five days of schooling are come up from Pancasila values and the opening of the 1945 Constitution to strengthen character or character as the spirit of the national spirit. Juridical purposes for the five-day school policy are sourced from laws and regulations that every child has the right to education, the provision of learning that is democratic and fair and non-discriminatory, as well as the fulfillment of the obligation to total teaching hours for teachers as employees of the state civil apparatus. The research concluded that the implementation of Minister of Education and Culture Regulation No. 23 of 2017 concerning School Days by State High Schools in the City of Semarang is supported by four aspects of communication, disposition, human resources, and bureaucracy.

espanolEste estudio ha sido financiado por la Universidad del Caribe (UNICARIBE) y el objetivo general es evaluar las condiciones en las que se esta desarrollando la jornada escolar extendida (JEE) en el Segundo Ciclo del Nivel Primario de la Republica Dominicana. Entre los objetivos especificos se encuentran: identificar el uso y gestion de los espacios en los centros con JEE; analizar la gestion del tiempo pedagogico y evaluar el perfil del docente responsable de las actividades en la tanda vespertina. Esta investigacion se enmarco dentro del enfoque mixto, con alcance descriptivo. La muestra estuvo conformada por 18 docentes, a quienes se les aplico una encuesta, distribuidos entre los 5 centros participantes, con sus respectivas directoras. A estas ultimas se les realizo una entrevista. Los datos obtenidos permitieron llegar a la conclusion de que la mayoria del personal docente participante afirma que no existen los espacios adecuados para el desarrollo de los talleres en JEE. Por lo tanto, no se puede cumplir a cabalidad con los resultados esperados en esta modalidad y no se realizan actividades productivas que apunten a optimizar los aprendizajes durante el periodo vespertino. Entre las oportunidades de mejora podemos citar que tanto directoras entrevistadas como docentes participantes sostienen que es muy importante la correcta planificacion de talleres o cursos optativos focalizados en actividades significativas para la formacion del estudiantado, incluyendo una apropiada gestion del tiempo y espacio en el centro escolar. portuguesEste estudo foi financiado pela Universidade do Caribe (UNICARIBE) e o objetivo geral e avaliar as condicoes nas quais a jornada escolar ampliada (JEA) esta sendo desenvolvida no segundo ciclo do ensino fundamental na Republica Dominicana. Entre os objetivos especificos estao: identificar o uso e a gestao dos espacos nos centros de JEA; analisar a gestao do tempo pedagogico e avaliar o perfil do professor responsavel pelas atividades na sessao da tarde. Esta pesquisa foi enquadrada dentro da abordagem mista, com uma orientacao descritiva. A amostra consistiu em 18 professores, aos quais foi aplicada um questionario, distribuido entre os 5 centros participantes, com seus respectivos diretores. Estes ultimos foram entrevistados. Os dados obtidos levaram a conclusao de que a maioria dos professores participantes afirmam nao existir espacos adequados para o desenvolvimento de oficinas no JEA. Portanto, nao e possivel cumprir plenamente com os resultados esperados nesta modalidade, e as atividades produtivas destinadas a otimizar o aprendizado durante o periodo da tarde nao sao realizadas. Entre as oportunidades de melhoria, podemos mencionar que tanto os diretores entrevistados quanto os professores participantes afirmam que e muito importante planejar corretamente workshops ou cursos opcionais focados em atividades significativas para a formacao de estudantes, incluindo uma gestao apropriada de tempo e espaco na escola. English This research has been financed by Universidad del Caribe (UNICARIBE). The general objective is to evaluate the conditions in which the Extended School Day (ESD) is being developed in the Second Cycle at Primary Level in the Dominican Republic. Among the specific objectives are to identify the use and management of spaces in schools that apply ESD, analyze the pedagogical time management, and evaluate the profile of the teacher responsible for the activities in the afternoon session. This investigation was framed within the mixed approach and includes a descriptive scope. A survey was given to 18 teachers, distributed among the five participating centers with their respective principals. Also, the principals were interviewed. The data obtained led to the conclusion that most participating teachers affirm that the spaces in the schools are not adequate for the development of ESD workshops. Therefore, it is not possible to obtain the expected results in this modality and carry out productive activities in order to achieve the expected learning outcomes through the evening period. Among the opportunities for improvement, we can remark that both interviewed principals and participating teachers maintain that is very important the correct planning of workshops or optional courses focused on meaningful activities for the students’ training, including appropriate management of time and space in the school center.

Submitted by Daiane Gonçalves De Souza (daiane.goncalves@unesp.br) on 2021-09-25T01:19:29Z No. of bitstreams: 1 DISSERTAÇÃO FINAL DAIANE.pdf: 1316389 bytes, checksum: 155d7e2793f15c60944acc174c71c031 (MD5) Approved for entry into archive by Claudia Adriana Spindola null (claudia@fct.unesp.br) on 2021-09-27T16:08:54Z (GMT) No. of bitstreams: 1 souza_dg_me_prud.pdf: 1316389 bytes, checksum: 155d7e2793f15c60944acc174c71c031 (MD5) Made available in DSpace on 2021-09-27T16:08:54Z (GMT). No. of bitstreams: 1 souza_dg_me_prud.pdf: 1316389 bytes, checksum: 155d7e2793f15c60944acc174c71c031 (MD5) Previous issue date: 2021-07-15 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) A presente dissertação vinculada à linha de pesquisa 4: “Formação dos Profissionais da Educação, Políticas Educativas e Escola Pública” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Unesp, campus Presidente Prudente teve como objeto de estudo a jornada escolar no Brasil. Atualmente, a educação brasileira convive com dois tipos de jornada escolar: parcial e integral. Diante do esforço nacional para cumprimento da meta 6 do Plano Nacional de Educação (2014-2024), que visa ampliar o atendimento em tempo integral, o estudo apresentou o seguinte questionamento: como estão organizadas as jornadas escolares (parcial e integral) dos anos iniciais do ensino fundamental nas Capitais brasileiras? Sendo assim, a dissertação teve como objetivo: analisar e sistematizar os diferentes tipos e características das jornadas escolares (parcial e integral) das Capitais brasileiras nos anos iniciais do ensino fundamental. Em termos de procedimentos metodológicos, o trabalho teve como referência principal a legislação (pesquisa documental), constituindo-se num estudo comparado intranacional. Em vista das opções metodológicas, apresentamos uma abordagem quanti-qualitativa sendo realizada em cinco etapas: 1) levantamento e análise bibliográfica sobre tempos escolares e jornada escolar; 2) pesquisa e análise bibliográfica sobre jornada escolar e educação em tempo integral nas Capitais brasileiras; 3) análise estatística das jornadas escolares nas Capitais brasileiras; 4) levantamento e análise da legislação das Capitais brasileiras e 5) estudo comparado. Nessa dissertação analisamos aspectos e especificidades de ambos os tipos de jornada escolar (parcial e integral), enfatizando três elementos centrais: carga horária diária, carga horária semanal e horário de entrada e saída. O estudo comparado mostrou que as redes municipais de ensino das Capitais estão cumprindo o mínimo de 4 horas diárias, conforme previsto na legislação nacional. Em termos de jornada parcial: as Capitais brasileiras têm entre 4 horas e 5 horas de carga horária diária, o que significa uma carga horária semanal entre 20 horas e 25 horas; no turno matutino, os alunos ingressam entre 7 e 8 horas e saem entre 11 horas e 12 horas; no turno vespertino, os alunos entram entre 13 e 13 horas e 30 minutos e saem entre 17 horas e 18 horas e 30 minutos. No que se refere à jornada integral, identificamos que: a carga horária diária pode ter uma variação entre 7 horas e 10 horas, o que significa uma carga horária semanal entre 35 horas e 50 horas; os alunos que estudam em jornada integral podem iniciar seus estudos entre 7 horas e 8 horas da manhã, e o horário de saída pode variar das 14 horas às 18 horas e 30 minutos. Salientamos que, além da autonomia dos sistemas de ensino, cada escola tem liberdade para organizar sua jornada escolar de acordo com o que prevê a legislação e conforme sua realidade local, o que pode gerar diferenças entre as unidades escolares de um mesmo sistema de ensino. The objective of this dissertation, associated to line of research number four, entitled “Training Educators, Educational Policies and Public Schools,” of the post-graduation program in Education of Faculdade de Ciências e Tecnologia of Unesp (state university), campus Presidente Prudente was to study school days in Brazil. At present, Brazilian education includes two types of school days: full-time and part-time. In view of a national effort to meet target number six of the National Education Plan (2014-2024), whose objective is to expand full-time schooling, the study focused the following question: How are school days (full-time and part-time) organized in the initial years of elementary school in Brazilian capital cities? Therefore, the aim of the dissertation was to analyze and systematize distinct types and characteristics of school days (full-time and part-time) in the early years of elementary capital city schools. The main reference for methodological procedures was legislation (documental research), which yielded an intranational comparative study. Regarding methodological options, a quantitative-qualitative approach was implemented in five stages: 1) survey and bibliographical analyses of school periods and days; 2) research and bibliographical analyses of school days and full-time education in Brazilian capital cities; 3) statistical analyses of school days in Brazilian capital cities; 4) survey and analysis of the legislation of capital cities, and 5) comparative study. This dissertation seeks to analyze the aspects and specificities of both types of school hour load (full-time and part-time), emphasizing three central elements: daily hour load, weekly hour load, and starting and finishing times. The comparative study showed that municipal schools are offering the minimum 4-hour-day provided for by federal legislation. Regarding part-time work: Brazilian capital cities offer a daily hour load of 4 to 5 hours, which means a weekly workload of between 20 and 25 hours; in the morning shift, students start at around 7 or 8 a.m. and finish at around 11 or 12 a.m., in the afternoon shift, students start at around 1:00 or 1:30 p.m. and finish at around 5:00 or 6:30 p.m. Regarding full-time hour loads, we have found that the daily hour load can vary between 7 and 10 hours, which means a weekly workload of 35 hours to 50 hours; students who study full-time can start classes at 7:00 or 8 a.m., while finishing times may range from 2:00 to 6:30 p.m. It is worth pointing out that, in addition to the autonomy of local education systems, each school may organize school days according to what is provided for in the legislation, and according to local conditions, which can result in differences among schools within the same educational system. CAPES: 001

Orientador: Eloisa de Mattos Höfling Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Resumo: Neste trabalho, apresenta-se uma análise do processo de implementação dos Programas ESCOLA ABERTA (PEA) e MAIS EDUCAÇÃO (PME) no Estado do Paraná. Estudam-se documentos elaborados e divulgados, nos âmbitos federal e estadual, e realiza-se uma pesquisa empírica na rede estadual, em duas escolas, por meio de observações e entrevistas com professores, diretores, pedagogos e representantes dos pais no Conselho Escolar, e, na SEED, com coordenadores e técnicos com intuito de verificar os efeitos da implementação de tais ações. Explicita-se a concepção político-pedagógica desses Programas, apreendem-se seus efeitos na gestão escolar, visando a compreender as estratégias do Estado para construir novos parâmetros de responsabilização e ampliação das funções da escola no gerenciamento da pobreza. O estudo está organizado em quatro capítulos. No primeiro, discutem-se a escola e a ampliação de sua oferta no contexto das contradições vivenciadas pelo Brasil e papel do Estado na adoção da política nacional desenvolvimentista que, nos debates políticos e ideológicos, ocuparam o cenário no início do século XX. No segundo, discorre-se sobre as políticas sociais, em especial a educacional, em estreita vinculação com os programas de combate à pobreza, discute a agenda de reformas educacionais, construídas e difundidas nas últimas três décadas em âmbito global, e que revela uma variedade de sujeitos, grupos sociais e organizações governamentais e não governamentais, nacionais e transnacionais, em especial a UNESCO. No terceiro capítulo, examinam-se mais detalhadamente o PEA e PME. Analisa-se a materialidade destas ações, que têm sido consideradas capazes de reverter e melhorar as relações internas da escola, utilizando-se de mecanismos de descentralização, autonomia, avaliação dos resultados e participação da comunidade. O quarto trata dos documentos produzidos pela Secretaria do Estado do Paraná, os quais regulamentam e orientam a implementação dos referidos programas, e analisa, por meio de entrevistas e observações, seus efeitos na gestão de duas escolas da rede Estadual do Paraná, no município de Londrina. Conclui-se que os diferentes sujeitos nos seus espaços estadual, municipal e escolar, atribuíram novos significados aos Programas, decorrentes de suas avaliações pessoais ou institucionais. Nesse processo, observou-se, também, que a gestão descentralizada, com ênfase na participação local, preconizada nas orientações normativas e nas estratégias para a implementação dos Programas, utiliza-se de mecanismos de gestão sem as condições objetivas, conduzindo à precarização do espaço da escola pública e as situações de trabalho. Palavras-Chaves: Políticas Públicas. Educação. Pobreza. Inclusão social. Programa Escola Aberta e Mais Educação Abstract: This paper presents an analysis of the implementation process of the Brazilian education Programs Escola Aberta (PEA) and Mais Educação (PME) in the state of Paraná. Documents produced and disseminated at the federal and state level were studied, and an empirical research was conducted in two state schools, by means of observations and interviews with teachers, principals, pedagogues and parent representatives on School Councils and in Parana State Department of Education (SEED) with coordinators and technicians aiming to verify the effects of the implementation of such actions. The political-pedagogical conception underlying these Programs is explained, their effects are seized on school management in order to understand the State strategies to build new standards of accountability and expanding the school role in managing poverty. The study is organized into four chapters. The first one discusses the school and the offer of expansion in the context of the contradictions experienced in Brazil and strengthening of the State's role in the adoption of the national developmental policy, which occupied the stage in political and ideological debates during the early twentieth century. The second chapter approaches social policies, especially education, in close connection with programs to combat poverty. It discusses the educational reform agenda, constructed and disseminated in the last three decades at the global level, and reveals a variety of individuals, social groups and governmental, non-governmental, national and transnational organizations, especially UNESCO. The third chapter examines in more detail the PEA and PME. These actions are analyzed in their materiality, which have been considered able to reverse and improve relationships within the school, using mechanisms of decentralization, autonomy, evaluation of results and community participation. The fourth chapter deals with the documents produced by the Secretary of the State of Parana, which regulate and guide the implementation of these programs. It also examines, through interviews and observations, their effects in the management of two schools in the municipality of Londrina, Parana. We conclude that the different subjects in their state, municipal and school spaces, assigned new meanings to the Programs, due to their personal or institutional ratings. In this process, it was observed also that the decentralized management, with an emphasis on local, advocated the normative guidelines and strategies for the implementation of programs, we use management mechanisms without the objective conditions, leading to precarious space public school and work situations. Key words: Public Policies. Education. Poverty. Social inclusion. Escola Aberta and Mais Educação programs Doutorado Ciências Sociais na Educação Doutora em Educação

This article aims to analyze the school days in European Union countries, systematizing similarities and differences between education systems. The compared analysis involved fifteen member countries and focused on the descriptive and comparative phases of the classical comparative method. School days are socio-historical and cultural constructions, which result in sometimes convergent, sometimes divergent policies in the region. In general, the compulsory school day in European countries is from 5 to 6 hours per day. However, there are many features, including investment in policies that integrate curricular and extracurricular activities, as supervised socio-educational times. Through compared analysis, it was possible to identify perspectives and alternatives to the school day configuration to better answer to the demands and needs of the subjects of education. Este artículo tiene como objetivo analizar las jornadas escolares de países de la Unión Europea, sistematizando similitudes y diferencias entre los sistemas educativos. El análisis comparado involucró a quince países miembros y se centró en las fases descriptiva y comparativa del método comparativo clásico. Las jornadas escolares son construcciones sociohistóricas y culturales, que resultan en políticas a veces convergentes y otras veces divergentes en la región. En general, la jornada escolar obligatoria en los países europeos es de 5 a 6 horas al día. Sin embargo, hay muchas especificidades, entre ellas la inversión en políticas que integran actividades curriculares, extracurriculares y tiempos socioeducativos supervisados. A través del análisis comparado fue posible identificar perspectivas y alternativas a la configuración de la jornada escolar para responder mejor a las demandas y necesidades de los sujetos de la educación. Cet article vise à analyser la durée de la journée scolaire des pays de l’Union européenne et systematiser les similitudes et les différences entre les systèmes éducatifs. L’analyse comparée a porté sur quinze pays membres et s’est concentrée sur les phases descriptive et comparative de la méthode comparative classique. Les journées scolaires sont des constructions socio-historiques et culturelles, qui entrainent des politiques tantot convergentes, tantot divergentes dans la région. En général, la journée scolaire obligatoire dans les pays européens est de 5 à 6 heures par jour. Cependant, il existe de nombreuses spécificités, notamment l’investissement dans des politiques intégrant les programmes d’études, les activités parascolaires et les périodes socio-éducatives supervisées. Grâce à une analyse comparative, il a été possible d’identifier des perspectives et des alternatives à la configuration de la journée scolaire afin de mieux répondre aux demandes et aux besoins des sujets de l’éducation. O presente artigo tem como objetivo analisar as jornadas escolares de países da União Europeia, sistematizando semelhanças e diferenças entre os sistemas educativos. A análise comparada envolveu quinze países-membros e focalizou as fases descritiva e comparativa do método comparativo clássico. As jornadas escolares são construções sócio-históricas e culturais, o que resulta em políticas ora convergentes, ora divergentes na região. De forma geral, a jornada escolar compulsória dos países europeus é de 5 a 6 horas diárias. No entanto existem muitas especificidades, entre as quais o investimento em políticas que integram atividades curriculares, extracurriculares e tempos socioeducativos supervisionados. Por meio da análise comparada foi possível identificar perspectivas e alternativas à configuração da jornada escolar para melhor responder às demandas e necessidades dos sujeitos da educação.

RESUMO: O objetivo deste artigo é caracterizar as publicações sobre as atuais práticas de ampliação da jornada escolar no Brasil. Por meio do mapeamento da produção escrita sobre o tema - em capítulos de livros e artigos publicados em periódicos indexados da área educacional, produzidos entre 2006 e 2014 -, foram encontrados argumentos que variam entre aqueles utilizados para justificar as propostas de escola de tempo integral em curso nas redes de ensino público do país e aqueles que procuram questionar supostas adesões acríticas às reformas educacionais. ABSTRACT: The objective of this article is to characterize publications on the current practices for extending the school day in Brazil. From the mapping of written production on the subject - in chapters of books and articles published in indexed periodicals of the educational area produced between 2006 and 2014 -, arguments have been found ranging between those used to justify the full-time school proposals in progress in the Brazilian public school education to those seeking and the ones that challenge alleged uncritical adherences to educational reforms.

Las evidencias científicas señalan que las instalaciones educativas se configuran en espacios privilegiados para el fomento de la práctica de actividades físicas de ocio entre los jóvenes, pero ¿se constituyen en escenarios capitales para la práctica de cualquier tipo de ocio juvenil? El presente estudio indaga sobre los vínculos entre la organización de los horarios de clases de los centros educativos españoles de educación secundaria postobligatoria y el uso que hacen sus estudiantes de los espacios educativos para la práctica de ocio. Se adopta un enfoque metológico de carácter cuantitativo, desarrollado mediante la aplicación de un cuestionario elaborado ad hoc a una muestra de 1.764 estudiantes de todo el territorio español. El análisis de los datos se configura en dos fases, un análisis descriptivo y un análisis inferencial bivariado, a través de tablas de contingencia. Los resultados evidencian la predominancia de la jornada lectiva continua matutina frente a otras planificaciones de horarios de clase en la educación secundaria postobligatoria de España, siendo, además, el horario preferido por los estudiantes. Se descarta la influencia que el tipo de jornada educativa pudiera tener en el uso del centro educativo en el tiempo de ocio de los jóvenes, mientras que sí existe relación significativa entre las preferencias de la jornada escolar y la utilización de los espacios educativos. Scientific evidence shows that educational facilities are a privileged space to promote ado- lescents’ practice of physical leisure activities, but do they constitute as an essential space for any kind of youth leisure? This study examines the links between the organization of class schedules in Spanish schools of post-compulsory secondary education and the use these students make of the leisure spaces. It uses a quantitative methodological approach, carried out by the application of an ad hoc developed questionnaire to a sample of 1.764 students in the entire Spanish territory. The data analysis is conducted in two stages: a descriptive analysis and a bivariate inferential analysis, by means of contingency tables. The results show the predominance of the continuous morning school day versus other class schedules in Spain’s post-compulsory secondary education. Moreover, it is the students’ preferred schedule. The influence of the type of school day regarding the use of the educational center during the youths’ leisure time is ruled out, but there is a significant relation between school day preferences and the use of educational spaces.

Efforts to encourage bicycling to school can achieve numerous societal benefits, including improved childhood health, reduced traffic congestion, and even long-term effects such as increased bicycling skill and attitudes. Most of the literature on children bicycling to school focuses on the influence of infrastructure interventions, yet relatively few studies have robustly evaluated the influence of encouragement efforts. This study seeks to examine the effects of three encouragement efforts undertaken at primary and secondary schools in Davis, California: the Active4.me scanning program, the Monkey Money incentive system, and the national Bike-to-School Day celebration. I use a binomial regression to statistically analyze bicycle rack count data and Safe Routes to School classroom tallies collected by city employees and local volunteers. After accounting for the schools’ physical environment and characteristics, as well as the influence of weather and the natural environment, I find that all three of the encouragement efforts increase levels of bicycling to school. I conclude by suggesting that these encouragement programs have the potential for lasting influence by providing children with the skills and confidence to bicycle later in life. I also note the value of further state support for the parent volunteers who operate these encouragement programs, in order to allow the spread of similar encouragement programs across a variety of cities, including disadvantaged communities.

Bakgrund: Den dagliga fysiska aktiviteten hos barn minskar, nya aktiviteter och intressen som utförs framför dator är en bidragande faktor till detta. Ökat stillasittande kan leda till ett flertal konsekvenser. Fysisk aktivitet kan motverka detta och bidrar till förbättrad kondition, muskelstyrka, blodtryck, blodfetter, bentäthet och BMI hos barn och unga i skolåldrarna. Syfte: Att sammanställa hur fysisk aktivitet under skoldagen för elever (åldern 6–19) påverkar skolprestationen. Metod: Denna systematiska litteraturstudie baseras på 13 vetenskapliga artiklar. Studierna har en kvantitativ ansats, och var genomförda med randomiserade kontroll studier RCT). En kvalitetsgranskning av materialet gjordes med hjälp av GRADE. Resultat: I resultatet framkommer inget enhälligt resultat gällande hur fysisk aktivitet påverkar elevers skolprestation. Studierna visar i stället på tre huvudområden som sammanfattas till positivt resultat på skolprestation efter intervention, ingen förändring på skolprestation efter intervention och slutligen andra effekter av intervention. Slutsats: Ingen generell slutsats har kunnat dras gällande ökad fysisk aktivitet och elevers skolprestation. Endast en liten del kan ha påverkats negativ av interventionen ökad fysisk aktivitet under skoldagen. Generellt kan ingen negativ påverkan ses på elevernas skolprestation efter interventionerna. Forskning visar också på att elever som hade fått ta del av dessa insatser utveckla färre problem med ångest, jämfört med barn i en kontrollgrupp. Background: The daily physical activity of children decreases, new activities and interests performed in front of a computer are a contributing factor to this. Increased sedentary lifestyle can lead to a few consequences. Physical activity can counteract this and contribute to improved fitness, muscle strength, blood pressure, blood fats, bone density and BMI in children and adolescent of school age. Aim: To compile how physical activity during the school day for students (age 6-19) affects school performance. Method: This systematic literature study is based on 13 scientific articles. The studies have a quantitative approach and were conducted with randomized control studies (RCT). A quality review of the material was done with the help of GRADE. Result: The result does not show a unanimous result regarding how physical activity affects students' school performance. Instead, the studies show three main areas that are summarized as a positive result on school performance after intervention, no change in school performance after intervention and finally other effects of intervention. Conclusion: No general conclusion has been drawn regarding increased physical activity and students' school performance. Only a small part may have been negatively affected by the increased physical activity during the school day. In general, no negative impact can be seen on students' school performance after the interventions. Research also shows that students who have taken part in these interventions develop fewer problems with anxiety, compared with children in a control group.

Physical inactivity and obesity have important implications for health. Achieve 60 minutes per day of moderate physical activity (MPA) or vigorous is a recommendation of the World Health Organization (WHO) for children aged between 5 and 17 years. The school environment can be a generator of physical activity (PA) since early childhood education. The purpose of this study is to analyse the minutes of PA and its intensity in schoolchildren of 5 years during recess and to what extent its favours is reaching the recommendations of daily PA promoted by WHO. By monitoring 18 children for 8 days using the Garmin Vivofit Jr. wristband, were obtained the minutes of MPA and the number of steps (NS), disaggregated by time. The daily average of MPA was 87 ± 16 minutes and 9100 ± 1807 NS. During recess, schoolchildren reached an average of 16 ± 4 minutes and 1666 ± 370 NS. Statistically significant differences were found, both in minutes of MPA and in NS in favour of children (p < .001) and 50% more in days without rain compared with rainy days (p < .001). There were no significant differences in MPA (p = .20) or NS (p = .16) depending on the semester of birth. In the recess in the infantile age it reached approximately 25% of the MPA recommended by the WHO.

Orientador: Débora Cristina Jeffrey Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Resumo: A jornada escolar em tempo integral compõe a agenda política da educação brasileira, se fazendo presente nos principais programas e políticas federais que visam a melhoria da aprendizagem e a superação das desigualdades educacionais existentes no país, tendo assumido o caráter de política pública focalizadora, compensatória e parcial que tem seus objetivos e prioridades de atendimento emanados da esfera federal, mas que devido à peculiaridade do federalismo brasileiro, sua execução está sujeita às especificidades dos diferentes níveis de governo aos quais as redes públicas de ensino estão sujeitas. Neste sentido, esta pesquisa teve como foco a análise da evolução da oferta da jornada escolar em tempo integral nas escolas públicas estaduais brasileiras, entre os anos de 2007 a 2017, a partir dos dados do Censo Escolar, tendo como base a metodologia da policy analysis buscando identificar e caracterizar as desigualdades territoriais na execução da política de oferta da jornada escolar em tempo integral, considerando os seguintes aspectos: cobertura (escolas e etapas de ensino), matrículas ofertadas, perfil dos beneficiários (localização das escolas; alunos público-alvo da educação especial atendidos com jornada escolar em tempo integral e sexo-cor/raça); e caracterização da composição da jornada escolar Abstract: The full-time school day composes the political agenda of Brazilian education, making itself present in the main programs and federal policies that aim at improving learning and overcoming the educational inequalities that exist in the country. In this context, the full-time school day instead of being constituted as a subjective public right has assumed the character of a focus, compensatory and partial public policy that has its objectives and priorities of service emanated from the federal sphere by the linkage to the financing, but is subject to the specificities of the different levels of government to which public education networks are subject. Considering the assumption that the provision of the full-time school day in Brazil has been constituted as a public policy emanating from the federal sphere that, in turn, does not have competence in the implementation of said policy, this research aims to answer the following central question: Which the effects of the federal government's inductive action on the inequality in the provision of full-time school day in state public networks? Based on the data from the School Census and the educational indicators produced by INEP - Instituto Nacional de Pesquisas Educativos Anísio Teixeira, the evolution of the full-time school day offer in state public schools between 2007 and 2017, based on the methodology of the policy analysis, aiming to identify and characterize the territorial inequalities in the implementation of the policy of offering the full-time school day, considering the following aspects: coverage (schools and stages of education), enrollments offered, profile of beneficiaries (location of schools; special education target group students served with full-time school day and sex-color / race); and characterization of the composition of the school day Doutorado Educação Doutora em Educação

Resumen basado en el de la publicación Título, resumen y palabras clave en español y en inglés A partir del año 1990, y con especial fuerza de los 2000, se extendió enormemente en Cataluña la práctica de hacer Jornadas de Puertas Abiertas (JPA), que eran vistas como una herramienta de empoderamiento de los centros en el marco de la apuesta por la autonomía escolar y pedagógica, y la comunicación con las familias. Su rápida extensión a la práctica totalidad de las escuelas nos obliga a preguntarnos hasta qué punto han podido derivar, como resultado no buscado, en un estímulo de dinámicas competitivas entre centros para atraer a las familias, acercándose así a un funcionamiento como casi-mercado escolar. Se ha realizado una observación etnográfica de las JPA de 42 centros de primaria de Barcelona y dos ciudades de su área metropolitana, en una muestra diversificada según criterios de titularidad (pública o privada), nivel socioeconómico del barrio, nivel de demanda el año anterior, perfil material y organizativo y tipo de proyecto educativo. A partir de la codificación y análisis de las diferentes dimensiones observadas en las JPA proponemos una tipología de 10 patrones sobre cómo estas responden, y a su vez reconfiguran, las posiciones de las escuelas en el campo escolar. La conclusión es que, mediante la puesta en escena en las JPA, que funcionan en base a sutiles dinámicas casi-comerciales, se intensifica la diferenciación de los centros en lo que Dupriez y Cornet (2005) han llamado “nichos escolares”. Eso conlleva su diferenciación tanto posicional –adquiriendo una posición específica en el campo escolar con un determinado valor de cambio– como cultural –creándose una identidad específica de centro en un marco donde, paradójicamente, los discursos pedagógicos pivotan sobre lugares comunes semejantes. ESP

O presente artigo tem como objetivo comparar a oferta de atividades extracurriculares no Brasil e na Espanha, no contexto de formulação e implementação de políticas de ampliação da jornada escolar. A análise focalizou as atividades extracurriculares que compõem as políticas de educação em tempo integral (Brasil) e as atividades extracurriculares após a jornada escolar (Espanha). A comparação entre os dois países foi feita com base nas legislações nacionais e num modelo de análise contendo 12 aspectos da formulação e da implementação de políticas. As normatizações nacionais indicam que as atividades extracurriculares contribuem para a formação integral e estabelecem elevada autonomia às unidades federativas (Brasil) e às escolas (Espanha). No caso brasileiro, as atividades extracurriculares no âmbito da educação em tempo integral são gratuitas, estão sob a responsabilidade dos profissionais da educação e ocorrem de forma integrada ao currículo escolar obrigatório. No caso espanhol, as atividades extracurriculares são custeadas pelas famílias, estão sob a responsabilidade de diferentes profissionais e ocorrem após a jornada escolar compulsória. A comparação entre Brasil e Espanha mostra que as estratégias político-pedagógicas de ampliação da jornada escolar estão diretamente associadas à função social da escola em cada país e à forma como articulam alguns elementos, entre os quais: educação formal e não formal, escolar e não escolar, curricular e extracurricular, compulsório e facultativo., This article aims to compare the offer of extracurricular activities in Brazil and Spain, in the context of formulating and implementing of extended school day policies. The analysis has focused on extracurricular activities that make up the full-time education policies (Brazil) and extracurricular activities after school hours (Spain). The comparison between the two countries was based on national legislation and an analysis model containing 12 aspects of policy formulation and implementation. National regulations indicate that extracurricular activities contribute to integral formation and establish high autonomy for federative units (Brazil) and schools (Spain). In the Brazilian case, extracurricular activities within the scope of full-time education are free, are under the responsibility of education professionals and are integrated with the compulsory school curriculum. In the Spanish case, extracurricular activities are paid by families, are under the responsibility of different professionals and occur after the compulsory school day. The comparison between Brazil and Spain shows that the strategies that make up the extended school day policies are directly associated with the social function of the school in each country and with the way in which they relation to some elements, among which: formal and non-formal education, school and non-school space, curricular and extracurricular, compulsory and optional., Este artículo tiene como objetivo comparar la oferta de actividades extraescolares en Brasil y España, en el contexto de la formulación e implementación de políticas de ampliación de la jornada escolar. El análisis se centró en actividades extraescolares vinculadas a políticas de educación a tiempo completo (Brasil) y actividades extraescolares después del horario lectivo (España). La comparación entre los dos países se basó en la legislación nacional y en un modelo de análisis compuesto por 12 aspectos de formulación e implementación de políticas. Las regulaciones nacionales indican que las actividades extraescolares contribuyen a la educación integral y establecen una elevada autonomía para las unidades federativas (Brasil) y las escuelas (España). En el caso brasileño, las actividades extraescolares dentro del ámbito de la educación a tiempo completo son gratuitas, están bajo la responsabilidad de los profesionales de la educación y se realizan de manera integrada al currículo escolar compulsorio. En el caso español, las actividades extraescolares son costeadas por las familias, están bajo la responsabilidad de diferentes profesionales y ocurren después del horario lectivo. La comparación entre Brasil y España muestra que las estrategias político-pedagógicas para expandir la jornada escolar están directamente asociadas con la función social de la escuela en cada país y con la forma como relacionan algunos elementos, entre los cuales: educación formal y no formal, escolar y no escolar, curricular y extracurricular, obligatoria y opcional.

This essay aims to analyze some fundamentals that support the formulation and implementation of extended school day policies: integration between formal and non-formal education, ​​idea of educating city, notion of educational territory, notion of intersectoriality, intergovernmental relations approach and policy network approach. The empirical knowledge shows that these aspects, in whole or in part, have supported political strategies in some countries. The integration of theses six fundamentals made possible the elaboration of an analytical scheme called Integrative Approach. This approach is, at the same time, a model of analysis and management of public policies, which allowed the systematization of some proposals for the formulation and implementation of extend school day policies. Este ensayo tiene como objetivo analizar algunos fundamentos que embasan la formulación y la implementación de políticas de ampliación de la jornada escolar: integración entre educación formal y educación no formal, idea de ciudad educadora, noción de territorio educativo, noción de intersectorialidad, enfoque de las relaciones intergubernamentales y abordaje de redes de políticas. El conocimiento empírico muestra que esos fundamentos, en el todo o en parte, han embasado estrategias políticas presentes en algunos países. La integración entre esos seis fundamentos posibilitó la elaboración de un esquema analítico denominado Enfoque Integrador. Ese enfoque es, al mismo tiempo, modelo de análisis y modo de gestión de políticas públicas, lo que ha permitido la sistematización de algunas proposiciones para la formulación y la implementación de políticas de ampliación de la jornada escolar. Este ensaio teve como objetivo analisar alguns fundamentos que embasam a formulação e a implementação de políticas de ampliação da jornada escolar: articulação entre educação formal e educação não formal, ideia de cidade educadora, noção de território educativo, noção de intersetorialidade, enfoque de relações intergovernamentais e abordagem de redes de políticas. O conhecimento empírico mostra que esses aspectos, no todo ou em parte, têm fundamentado estratégias políticas em vigor em alguns países. A articulação entre esses seis fundamentos possibilitou a elaboração de um esquema analítico denominado Enfoque Integrador. Esse enfoque é, ao mesmo tempo, modelo de análise e modo de gestão de políticas públicas, o que permitiu a sistematização de algumas proposições à formulação e implementação de políticas de ampliação da jornada escolar.

Submitted by admin tede (tede@pucgoias.edu.br) on 2020-09-30T19:32:46Z No. of bitstreams: 1 Agmélia Eterna Pereira Cardoso.pdf: 1744699 bytes, checksum: 9d882c637a38ba40068dfa4eae2879f1 (MD5) Made available in DSpace on 2020-09-30T19:33:36Z (GMT). No. of bitstreams: 1 Agmélia Eterna Pereira Cardoso.pdf: 1744699 bytes, checksum: 9d882c637a38ba40068dfa4eae2879f1 (MD5) Previous issue date: 2020-02-28 Linked to the line of research Theories of Education and Pedagogical Processes of the Graduate Program in Education of the Pontifical Catholic University of Goiás (PUC-GO), this research aimed to identify and analyze the object “full-time school” in published dissertations and theses in Graduate Programs in Education in the State of Goiás, from 2008 to 2018. The specific objectives were: to identify the objectives of research on full-time public schools; identify the theoretical and methodological bases that support the research produced in the studied graduate programs; apprehend the conclusions pointed out in research on full-time school. To address the theme, we opted for the State of Knowledge type search with a view to identifying the constitution of the theme under study (VOSGERAU; ROMANOWSKI, 2014; ROMANOWSKI; ENS, 2006; FERREIRA, 2002). The corpus was organized based on the data obtained from the databases of the Graduate Programs in Education in the State of Goiás. The limitation of the temporal interstitium considered the mappings of Ribetto and Maurício (2009), which covered the period between 1996 and 2008 , and the Mais Educação Program, implemented in 2007. The reflections made had as theoretical support, studies and research that discuss the theme in question (PARO, 1988; CAVALIERE, 2009; SANTOS, 2009; NUNES, 2011; SILVA, 2011, LIBÂNEO , 2012; MAURICIO, 2013; LIMONTA, 2014, among others). The results of this research are presented in two dimensions: descriptive and analytical. In the first, the data were organized and tabulated according to information obtained in the file. In the second, it was carried out from the observation of aspects that permeate the corpus, highlighting trends and tensions. The results reveal that the process of implementing the Full-Time Schools in the State of Goiás occurred in a tumultuous way, the schools improvised physical structure and human material resources to start the full-time operation and tend to overlap the functions of the integration and reception school to its pedagogical mission linked to school knowledge and learning Vinculada à linha de pesquisa Teorias da Educação e Processos Pedagógicos do Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Goiás (PUC-GO), esta pesquisa objetivou identificar e analisar o objeto “escola de tempo integral” nas dissertações e teses publicadas em Programas de Pós-Graduação em Educação do Estado de Goiás, no período de 2008 a 2018. Os objetivos específicos foram: identificar os objetivos das pesquisas sobre escola pública de tempo integral; identificar as bases teóricas-metodológicas que sustentam as pesquisas produzidas nos programas de pós-graduação estudados; apreender as conclusões apontadas nas pesquisas sobre escola de tempo integral. Para tratar a temática, optou-se pela pesquisa do tipo Estado do Conhecimento com vistas à identificação da constituição da temática em estudo (VOSGERAU; ROMANOWSKI, 2014; ROMANOWSKI; ENS, 2006; FERREIRA, 2002). O corpus foi organizado com base nos dados obtidos nos bancos de dados dos Programas de Pós-Graduação em Educação no Estado de Goiás. A limitação do interstício temporal considerou os mapeamentos de Ribetto e Maurício (2009), que cobriram o período entre 1996 a 2008, e o Programa Mais Educação, implementado em 2007. As reflexões tecidas tiveram como aporte teórico, estudos e pesquisas que discutem a temática em questão (PARO, 1988; CAVALIERE, 2009; SANTOS, 2009; NUNES, 2011; SILVA, 2011, LIBÂNEO, 2012; MAURICIO, 2013; LIMONTA, 2014, entre outros). Os resultados desta pesquisa são apresentados sob duas dimensões: descritiva e analítica. Na primeira, os dados foram organizados e tabulados conforme informações obtidas no fichamento. Na segunda foi realizada a partir da constatação de aspectos que permeiam o corpus, destacando-se as tendências e as tensões. Os resultados revelam que o processo de implementação das Escolas de Tempo Integral no Estado de Goiás ocorreu de forma tumultuada, às escolas improvisaram estrutura física e recursos materiais humanos para iniciarem o funcionamento de tempo integral e tendem a sobrepor as funções da escola de integração e acolhimento social à sua missão pedagógica ligada ao conhecimento e à aprendizagem escolar

Orientador: Gildo Girotto Júnior Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Física Gleb Wataghin Resumo: Essa dissertação insere-se na Linha de Pesquisa "Ciência, Tecnologia, Sociedade e Ambiente" do Programa de Pós-Graduação Multiunidades de Ensino de Ciências e Matemática da UNICAMP (PECIM/UNICAMP). O objetivo consistiu em investigar o processo de produção de curtas-metragens realizados em uma disciplina eletiva por alunos do ensino médio sobre a temática dos elementos químicos em uma escola estadual do Programa de Ensino Integral (PEI) do município de Campinas com o propósito de estimular a divulgação científica. A proposta buscou compreender as possibilidades do uso de Tecnologias de Informação e Comunicação (TIC) para o ensino como uma estratégia de integração dos estudantes na participação ativa no processo de ensino utilizando o smartphone, uma ferramenta presente no cotidiano dos alunos. Investigou-se, durante o processo, se foi possível identificar elementos relacionados ao processo de contextualização no ensino e particularidades do ambiente escolar, que possui uma cultura própria e é um espaço com uma certa autonomia, com conflitos próprios e que influencia e é influenciado pela realidade do seu entorno. Atualmente, há diversos debates relacionados ao contexto da implementação de Tecnologias da Informação e Comunicação (TIC) no contexto escolar, bem como propostas com o ensino de temáticas que permitam a contextualização no ensino. Deste modo, pensar em propostas de ensino com estas abordagens faz-se importante no âmbito de compreender as potencialidades e limitações referentes ao tema. A pesquisa envolveu uma prática com os estudantes dividida em cinco etapas: aula sobre cinema, aula sobre elementos químicos, produção do roteiro, produção do curta com o celular dos alunos e uma Mostra de Cinema. As fontes de dados consistem em: roteiros e vídeos produzidos pelos alunos, making of (entrevistas) e observações do pesquisador. A pesquisa de caráter interventivo experimental utilizou como forma de análise dos dados a Análise Textual Discursiva (ATD) e a Análise de Vídeo de Powell, Francisco e Maher. As produções dos estudantes e todo o processo de desenvolvimento da disciplina eletiva permitiram concluir que elementos da contextualização puderam ser trabalhados, mas não com todos os estudantes. Identificaram-se aspectos do ambiente das escolas do PEI que geram potencialidades a propostas de ensino como também limitações e buscamos problematizá-los em nossa discussão Abstract: This project is inserted in the research line "Science, Technology, Society and Environment" of the multi units postgraduation program of Science and Mathematics Teaching from UNICAMP (PECIM/UNICAMP). The purpose consisted of investigating the production process of short films made by high school students about the thematic of chemical elements in a integral education program (Programa de Ensino Integral ¿ PEI) state school from Campinas with the goal of stimulate the scientific divulgation. The proposal seeks to understand the possibilities of Information and Communication Technologies¿ (TIC) use for the teaching as a strategy of student¿s integration in active participation in the teaching and learning process using the smartphone, a tool present in students daily. It was investigated during the process if it was possible to identify elements related to the contextualization process in the teaching and peculiarities in school environment, that has its own culture and it¿s a place with certain autonomy, with its own conflicts and it¿s influenced by the reality of its surroundings. Nowadays, there are many debates related to the context of Information and Communication Technologies¿ (TIC) implementation in the scholar context and proposals with the teaching of thematics that allow the contextualization of teaching. That way, thinking about teaching proposes with these approaches become important in the scope of understanding the potentialities and limitations related to the theme. The research involved a practice with students in five steps: class about cine, class about chemical elements, script production, short film production with the students¿ phone and a film festival. The data sources consist in: scripts and videos made by students, making of (interviews) and researches¿ observations. The research of experimental interventional character used as data analysis the Discursive Textual Analysis (ATD) and the Powell, Francisco and Maher¿ Video Analysis. The students¿ productions and all the process of development of electives allowed to conclude that contextualization elements could be worked, but not with all students. It was identified aspects of PEI school¿s environment that create potentialities and limitations to teaching proposals and we seek to problematize it in our discussions. Mestrado Ensino de Ciências e Matemática Mestre em Ensino de Ciências e Matemática

Made available in DSpace on 2020-12-10T17:30:44Z (GMT). No. of bitstreams: 0 Previous issue date: 2020-01-01 The article systematizes the main concepts, arguments and characteristics of multiple shift schooling in the international context and in Brazil, through bibliographic and documental research. The presentation of the specificities of the multiple-shift schooling in different countries provided elements for the analysis of the Brazilian case. The article highlights the emergence of multiple-shift schooling in the early twentieth century, its widespread nationwide, the emergence of experiences of extended school day, the naturalization of the multiple-shift schooling in the country, the diversity of shifts, school day and schedules and the recent goal of full-time education. Expanding the provision of full-time education does not necessarily mean eliminating multiple-shift schooling. There are still numerous challenges for public schools (half-day or full day). Analysis of school day and full-time education associated with multiple-shift schooling may bring new perspectives to the formulation and implementation of educational policies. Sao Paulo State Univ UNESP, Marilia, SP, Brazil Sao Paulo State Univ UNESP, Marilia, SP, Brazil

Made available in DSpace on 2021-06-25T11:20:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2020-01-01 This article aims to compare the offer of extracurricular activities in Brazil and Spain, in the context of formulating and implementing of extended school day policies. The analysis has focused on extracurricular activities that make up the full-time education policies (Brazil) and extracurricular activities after school hours (Spain). The comparison between the two countries was based on national legislation and an analysis model containing 12 aspects of policy formulation and implementation. National regulations indicate that extracurricular activities contribute to integral formation and establish high autonomy for federative units (Brazil) and schools (Spain). In the Brazilian case, extracurricular activities within the scope of full-time education are free, are under the responsibility of education professionals and are integrated with the compulsory school curriculum. In the Spanish case, extracurricular activities are paid by families, are under the responsibility of different professionals and occur after the compulsory school day. The comparison between Brazil and Spain shows that the strategies that make up the extended school day policies are directly associated with the social function of the school in each country and with the way in which they relation to some elements, among which: formal and non-formal education, school and non-school space, curricular and extracurricular, compulsory and optional. Unesp Univ Estadual Paulista, Ilha Solteira, SP, Brazil Unesp Univ Estadual Paulista, Ilha Solteira, SP, Brazil

Tutkimus käsitteli oppilaan kokemuksia opettajan sosiaalisen vallan käytöstä ja sen yhteydestä oppilaan fyysiseen aktiivisuuteen. Tutkimuksen tavoitteena oli selvittää, kokivatko oppilaat opettajan jonkin sosiaalisen vallan muodon vaikuttavan heidän fyysiseen aktiivisuuteensa ja oliko sosiaalisen vallan muodoilla yhteyttä oppilaiden fyysiseen aktiivisuuteen. Taustaoletuksena tutkimukselle oli, että opettajalla on mahdollisuus vaikuttaa omalla vallallaan oppilaan fyysiseen aktiivisuuteen. Tutkimuksen teoreettisena taustana toimi John Frenchin ja Bertram Ravenin sosiaalisen vallan teoria ja sen perusteet, joita hyödynnettiin koko tutkimuksen ajan aineistonkeruusta tulosten tarkasteluun sekä pohdintaan. Tutkimuksen tieteenfilosofinen pohja rakentui kriittisen realismin ympärille, mikä tarkoittaa, että valittu teoreettinen pohja vallalle on ainoastaan yksi tapa tarkastella valtaan liittyviä kysymyksiä. Tärkeänä teoreettisena pohjana toimi myös fyysisen aktiivisuuden määritelmä. Tutkimus toteutettiin määrällisenä kyselytutkimuksena, jonka aineisto kerättiin School Day -hyvinvointisovelluksen avulla. Tällä sovelluksella 11–12 -vuotiaat oppilaat vastasivat erilaisiin väittämiin koskien heidän fyysistä aktiivisuuttaan ja opettajan sosiaalisen vallan käytön muotoja. Aineisto kerättiin kolmelta eri luokalta ja oppilaat vastasivat väittämiin yhden viikon aikana jokaisena koulupäivänä ja seuraavana kolmena viikkona ainoastaan kouluviikon lopuksi. Tutkimuksen tulokset analysoitiin tilastollisesti kuvaavalla analyysillä sekä yhteisvaihtelun analyysillä, Spearmanin korrelaatiokerrointa apuna käyttäen. Tutkimustulokset osoittivat, että suurin osa oppilaista koki liikkuvansa paljon koulupäivän aikana, mutta vain noin neljäsosa oppilaista koki opettajan käyttämän sosiaalisen vallan saavan aikaan fyysistä aktiivisuutta. Tuloksien perusteella opettajan käyttämä legitimiteetti- ja informaatiovalta nousivat esille eniten oppilaiden fyysistä aktiivisuutta aikaansaavana vallan muotona. Lähes kaikilla sosiaalisen vallan muodoilla, lukuun ottamatta pakkovaltaa, oli kuitenkin tilastollisesti merkitsevä positiivinen yhteys oppilaiden fyysiseen aktiivisuuteen. Voimakkain tilastollisesti merkitsevä yhteys oppilaiden fyysiseen aktiivisuuteen oli huomattavissa palkinto-, referenssi-, informaatio- ja asiantuntijavallalla.

The objective of this study was to investigate the differences in the volume and intensity of physical activity (PA) between girls and boys with different levels of academic achievement (AA) throughout individual segments of a school day. In all, 136 girls and 76 boys aged 16–19 participated in the study. Girls and boys in individual classes were divided into groups based on AA as determined by their most recently issued school grades. We used ActiTrainer accelerometers to measure the volume and intensity of PA and heart rates. Girls with worse AA engaged in more PA than girls with better AA during the time periods before school, after school, and throughout the day. No significant difference was observed among boys, regardless of their AA. Significant differences in PA, volume, and intensity were not confirmed by heart rate monitoring. The highest step count per hour of accelerometer monitoring was seen among boys with better AA (1467 steps·h-1) and girls with worse AA (1364 steps·h-1) during the time period before school. To promote a lifestyle that includes PA for adolescents, girls with better AA and boys with worse AA should be closely monitored during school and extracurricular programs.

La niñez en Colombia se ha vulnerado en una medida desproporcional. Es por ello que se han creado políticas públicas en las cuales se reconoce a los infantes como prioridad; su desarrollo y formación es vital para potencializar habilidades al igual que desarrollar capacidades y herramientas para su futuro personal y profesional teniendo en cuenta que todo lo aprendido durante esta etapa determina su futuro y la manera como se desenvuelvan dentro del núcleo de la sociedad. Children in Colombia have been violated to a disproportionate extent. That is why public policies have been created in which infants are recognized as a priority; their development and training is vital to potentialize skills as well as develop skills and tools for their personal and professional future taking into account that everything learned during this stage determines their future and the way they develop within the nucleus of society. Especialización

Children with low motor competence (MC) are at high-risk for physical inactivity, yet little is known about their physical activity (PA) and sedentary behavior (SB) patterns throughout the day. The purpose of this study is to disentangle PA and SB patterns among children with low MC across segmented day periods taking into account differences in gender and age. Data collection took place between May and July 2017. The Athletic Skills Track was used to measure MC. PA levels were objectively measured using accelerometers (ActiGraph, GT3X+) on school days. Data were segmented for (1) time before school, (2) time during school (based on school schedules), and (3) time after school. In total, data from 117 7-to-11 years-old children with low MC were eligible for analyses (N = 58 girls, N = 59 boys). Differences in moderate-to-vigorous PA (MVPA) and SB between segmented periods, gender, and grade were analyzed by ANOVAs with post hoc tests (Tukey) and Independent Sample T-tests respectively. Time spent at school is the major contributor of time spent in SB in children with low MC. Low MC is equally distributed among gender, but large differences exist among boys and girls in both MVPA and SB, indicating low-MC girls as most inactive group. This pattern is found in all segmented periods of the school day, i.e., before, during, and after school. This study stresses the negative contribution of current school curricula on PA and SB in children with low MC, indicating the most efficient period of the day to intervene. Future school-based PA and SB interventions should particularly focus on specific high-risk populations, i.e., children with low MC, and girls in particular.

The article analyzes the development and dissemination of proposals for expand the school day by the Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária (CENPEC) from 1993 to 2006. We seek to the propositions, and persuasion strategies used along the civil and politic society, from various documents signed by the NGO and its intellectuals. Next, we evaluate the assimilation of this set of propositions by Programa Mais Educação, school day expansion policy of the Federal Government, since 2007. O artigo analisa a elaboração e a divulgação de propostas para a ampliação da jornada escolar pelo Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária (CENPEC), de 1993 a 2006. Buscamos nos apropriar das proposições e das estratégias de convencimento utilizadas junto às sociedades civil e política, a partir de diversos documentos assinados pela ONG e seus intelectuais. A seguir, avaliamos a assimilação desse conjunto de proposições pelo Programa Mais Educação, política de ampliação de jornada do governo federal, de 2007.

This article discusses different concepts and practices about homework in schools that develop full-time education projects and analyzes the relationship between school and families in this new context. Questionnaires were sent to project coordinators and to class coordinators of 6- to 9-year-old students from 173 elementary schools in the metropolitan region of Belo Horizonte. Besides, case studies were performed in eight institutions. The results indicate the intensification of conflicts around homework and the division of educational work between family and school. They also signal the possibility of creating new agreements on this issue. Este artigo busca discutir diferentes concepções e práticas em torno dos deveres de casa em escolas que desenvolvem projetos de ampliação da jornada escolar e, a partir dessa reflexão, analisar a relação entre a escola e as famílias nessa nova conjuntura. Foram aplicados questionários aos coordenadores dos projetos e aos coordenadores das turmas de 1º ao 3º ano do ensino fundamental de 173 escolas da Região Metropolitana de Belo Horizonte. Realizaram-se, ainda, estudos de caso em oito instituições. Os resultados indicam o acirramento dos conflitos em torno dos deveres de casa e da divisão do trabalho educacional entre família e escola, mas também sinalizam a possibilidade de construção de novos acordos em torno desse tema.

The article deals with problems in teaching compatriots children that live abroad, in particular in Italy. The author shares the successful experience of using teaching materials by Е.М. Chamraevaya, L.M. Samatovaya and V.V. Dronov.

O artigo analisa a elaboração e a divulgação de propostas para a ampliação da jornada escolar pelo Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária (CENPEC), de 1993 a 2006. Buscamos nos apropriar das proposições e das estratégias de convencimento utilizadas junto às sociedades civil e política, a partir de diversos documentos assinados pela ONG e seus intelectuais. A seguir, avaliamos a assimilação desse conjunto de proposições pelo Programa Mais Educação, política de ampliação de jornada do governo federal, de 2007., The article analyzes the development and dissemination of proposals for expand the school day by the Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária (CENPEC) from 1993 to 2006. We seek to the propositions, and persuasion strategies used along the civil and politic society, from various documents signed by the NGO and its intellectuals. Next, we evaluate the assimilation of this set of propositions by Programa Mais Educação, school day expansion policy of the Federal Government, since 2007.

Background Evidence shows that prolonged sitting is associated with an increased risk of mortality, independent of physical activity (PA). The aim of the study was to identify correlates of sedentary time (ST) in different age groups and day types (i.e. school-/work day versus non-school-/non-work day). Methods The study sample consisted of 1895 Dutch children (4–11 years), 1131 adolescents (12–17 years), 8003 adults (18–64 years) and 1569 elderly (65 years and older) who enrolled in the Dutch continuous national survey ‘Injuries and Physical Activity in the Netherlands’ between 2006 and 2011. Respondents estimated the number of sitting hours during a regular school-/workday and a regular non-school/non-work day. Multiple linear regression analyses on cross-sectional data were used to identify correlates of ST. Results Significant positive associations with ST were observed for: higher age (4-to-17-year-olds and elderly), male gender (adults), overweight (children), higher education (adults ≥ 30 years), urban environment (adults), chronic disease (adults ≥ 30 years), sedentary work (adults), not meeting the moderate to vigorous PA (MVPA) guideline (children and adults ≥ 30 years) and not meeting the vigorous PA (VPA) guideline (4-to-17-year-olds). Correlates of ST that significantly differed between day types were working hours and meeting the VPA guideline. More working hours were associated with more ST on school-/work days. In children and adolescents, meeting the VPA guideline was associated with less ST on non-school/non-working days only. Conclusions This study provides new insights in the correlates of ST in different age groups and thus possibilities for interventions in these groups. Correlates of ST appear to differ between age groups and to a lesser degree between day types. This implies that interventions to reduce ST should be age specific. Longitudinal studies are needed to draw conclusions on causality of the relationship between identified correlates and ST.

This paper aims to situate the emergence of Programa Mais Educação (PME - More Education Program) in the political and educational context of Latin America and analyze the social significance of this experience for deprived children and youth in Brazil. This discussion is carried out in light of the State Reform of the 1990s and social studies on childhood and youth. It identifies in PME evidence of both the neoliberal trend experienced by Latin America, marked by rupture, continuity and setbacks, and the legacies of this policy regarding the expansion of the right to education through a concept of integral education centered on children and youth, their cultures and territories. O presente artigo tem como objetivo localizar o surgimento do Programa Mais Educação (PME) no contexto político-educacional latino-americano e analisar as consequências sociais desta experiência para crianças e jovens pobres no Brasil. Tais discussões são realizadas à luz da Reforma do Estado dos anos 1990, bem como dos estudos sociais da infância e juventude. Este trabalho tanto aponta no PME evidências da incursão neoliberal vivenciada pela América Latina, marcada por rupturas, permanências e retrocessos, quanto permite identificar legados desta política quanto à ampliação do direito à educação, ao inaugurar uma concepção de educação integral centrada nas crianças e jovens, suas culturas e territórios.

O presente artigo tem como objetivo localizar o surgimento do Programa Mais Educação (PME) no contexto político-educacional latino-americano e analisar as consequências sociais desta experiência para crianças e jovens pobres no Brasil. Tais discussões são realizadas à luz da Reforma do Estado dos anos 1990, bem como dos estudos sociais da infância e juventude. Este trabalho tanto aponta no PME evidências da incursão neoliberal vivenciada pela América Latina, marcada por rupturas, permanências e retrocessos, quanto permite identificar legados desta política quanto à ampliação do direito à educação, ao inaugurar uma concepção de educação integral centrada nas crianças e jovens, suas culturas e territórios., This paper aims to situate the emergence of Programa Mais Educação (PME - More Education Program) in the political and educational context of Latin America and analyze the social significance of this experience for deprived children and youth in Brazil. This discussion is carried out in light of the State Reform of the 1990s and social studies on childhood and youth. It identifies in PME evidence of both the neoliberal trend experienced by Latin America, marked by rupture, continuity and setbacks, and the legacies of this policy regarding the expansion of the right to education through a concept of integral education centered on children and youth, their cultures and territories.

Resumen El presente artículo se propone analizar la ampliación del tiempo escolar en la educación básica; y evidencia que el tema viene ocupando un gran espacio en la literatura internacional. En Brasil, el mismo pasa a ganar relevancia con la nueva reorganización de la enseñanza secundaria. Por tratarse de un estudio comparado, el artículo se centra en la experiencia de organización del tiempo escolar del Distrito Federal (Brasil) en comparación con Cataluña (España); y debido a diferentes términos y conceptos el estudio se centra en el análisis del tiempo diario de los estudiantes. Así presenta como resultado las diferencias en la organización de la jornada escolar diaria, en la autonomía y en la infraestructura de los centros educativos de los dos contextos. Una conclusión, entre otras, es que la referida ampliación exige la valoración de la opinión de diferentes interlocutores y del contexto donde se desarrollará la propuesta. Abstract The present article contemplates an analysis on the extension of the school time in the basic education; and evidences that the subject has occupied great space in the international literature. In Brazil, he comes to gain relevance with the new reorganization of secondary education. Because this is a comparative study, the article focuses on the experience of organizing school time in the Federal District (Brazil) compared to Catalonia (Spain); and based on the diversity of terms and concepts, the study focuses the analysis of the student’s daily time. With that, it presents as results the differences in the organization of the daily school day, in the autonomy and in the infrastructure of the educational centers of the two contexts. And he concludes, among others, that this expansion requires the assessment of the opinions of different interlocutors and the context in which the proposal will be developed.

O presente artigo objetiva analisar o contexto de implantação do Projeto “Escola deTempo Integral” em uma escola de ensino fundamental na cidade de João Pessoa-PB,assim como compreender como esta política é efetivada na prática em uma escolade ensino fundamental (anos iniciais) da rede municipal. Para coleta de dados foramrealizadas entrevistas semiestruturadas e observações. Como principais resultadosencontrou-se que o modelo adotado em João Pessoa está centrado na ampliaçãodo tempo, na perspectiva do aluno em tempo integral. O Projeto em tela possuivisíveis influências do Programa Mais Educação. Na prática, a extensão da cargahorária está atrelada à proteção social. Também se organiza a partir do discurso dasavaliações padronizadas ao reforçar o estudo dos conteúdos curriculares de portuguêse matemática, visando elevar as médias nas referidas disciplinas. Além disso, aSecretaria possui um sistema próprio de avaliação que segue a mesma lógica – ochamado Programa Escola Nota 10. Os sujeitos que desempenham funções docentes,em especial as professoras e tutoras, são cobrados para que as crianças atinjam odesempenho necessário a fim de ganhar a premiação do Programa Escola Nota 10.Desse modo, o trabalho da instituição gira em torno das normas de tal Programa.

RESUMEN Artículo producto de estudio sobre la política pública educativa de jornada única en los niveles de preescolar, básica y media. Esta investigación tuvo como objetivos valorar los lineamientos de la referida política pública y de sus principales desarrollos normativos legales y reglamentarios, así como también evaluar la experiencia de una institución educativa distrital frente a estos temas, mediante la aplicación de un instrumento construido y validado por criterio de expertos. El problema de investigación se concreta en unas preguntas problematizadoras: ¿Desde qué referentes de orden político, discursivo y jurídico se ha pretendido implementar la política educativa de jornada única escolar en Colombia y qué tensiones se pudieron generar en ese proceso? y ¿Cómo se percibe por parte de los estamentos básicos de una institución educativa oficial de los niveles de preescolar, básica y media el proceso de implementación de la jornada única escolar? Es un trabajo que se desarrolló desde dos perspectivas metodológicas: una primera parte de carácter histórico documental y una segunda de orden cuantitativo que surge del análisis estadístico producto de la aplicación de una encuesta con 45 ítems de escala Likert. A partir de allí se pudo concluir que pese a los desarrollos jurídicos la jornada única como una acción de carácter pedagógico ha generado tensiones que han involucrado especialmente a los docentes, que cuestionan los procedimientos y las condiciones de implementación y ofrecen unas alternativas que permitan su desarrollo en términos de dignidad y pertinencia para las comunidades educativas. ABSTRACT Article product of study on the public educational policy of a single day at the preschool, basic and middle levels. The objective of this research was to assess the guidelines of the aforementioned public policy and its main legal and regulatory developments, as well as to evaluate the experience of a district educational institution regarding these issues, through the application of an instrument constructed and validated by criteria of experts. The research problem is concretized in some problematizing questions: From what political, discursive and juridical reference has been tried to implement the educational policy of a single school day in Colombia and what tensions could be generated in that process? And how is the process of implementing the single school day perceived by the basic levels of an official educational institution at the preschool, elementary and middle school levels? It is a work that was developed from two methodological perspectives, a first part of documentary historical character and a second one of quantitative order that arises from the statistical analysis product of the application of a survey with 45 Likert scale items. From there it was possible to conclude that despite the legal developments the single day as a pedagogical action has generated tensions that have involved teachers especially, who question the procedures and implementation conditions and offer alternatives that allow their development in terms of dignity and relevance for the educational communities.

Esta investigación evalúa la relación entre la duración diaria de la jornada escolar y dos variables asociadas con comportamientos de riesgo juvenil: embarazo y crimen adolescente. Se construye un panel de datos a nivel municipal entre los años 2013 y 2015, y se estima la relación entre las variables mencionadas explotando la heterogeneidad en la duración diaria de la jornada escolar en Colombia, que va de 4 a 7 horas. Los resultados permiten concluir que aquellos municipios donde existe una mayor proporción de estudiantes matriculados en jornada completa o única tienen menores tasas de embarazo y crimen adolescente. This research evaluates the relationship between the daily length of the school day and two variables associated with youth risk behaviors: pregnancy and adolescent crime. A data panel was built at the municipal level between 2013 and 2015, and the relationship between the variables is estimated exploiting the heterogeneity in the daily duration of the school day in Colombia, which goes from 4 to 7 hours. The results allow to conclude that those municipalities where there is a greater proportion of students enrolled in full-day or single day have lower rates of pregnancy and adolescent crime. Magíster en Economía Maestría

Utilizando información del Instituto Colombiano para la Evaluación de la Educación (ICFES) y la Encuesta Nacional C-600 de Educación Formal del Departamento Administrativo Nacional de Estadística (DANE), se analiza el impacto de la Jornada Única (JU) en los establecimientos oficiales del país, para los años 2014, 2015 y 2016, por sede educativa. Los resultados obtenidos permiten evidenciar que al aumentar el tiempo al interior de las aulas en los establecimientos educativos para fortalecer competencias básicas, los estudiantes alcanzan un mejor desempeño académico en las pruebas nacionales. Así mismo, los resultados ratifican la efectividad de la JU como política pública sirviendo como sustento para la continuación, ya que los estudiantes tienen más acompañamiento por parte de los docentes al incrementar las horas de clase. Using information from the Colombian Institute for the Evaluation of Education (ICFES) and the National Survey C-600 for Formal Education of the National Administrative Department of Statistics (DANE), the impact of the single school day in the official establishments of the country was analyzed by educational headquarters, for the years 2014, 2015 and 2016. The obtained results showed that by increasing the time to strengthen basic skills within the classrooms in educational establishments, students achieved a better academic performance in national tests. Likewise, the results ratify the effectiveness of the single school day as a public policy, serving as a support for its continuation, since the students have more support from the teachers when increasing the class hours. Magíster en Economía Maestría

Resumo O objetivo deste trabalho foi identificar concepções e ações de professores em relação a um programa de educação integral. Foram analisadas respostas de 11 professoras de Ensino Fundamental I, de uma rede municipal de ensino, a partir de um roteiro semiestruturado de entrevista e questionários sociodemográficos. A análise de conteúdo, com apoio no software Iramuteq, evidenciou a contribuição socializadora da educação integral para a educação formal; as dificuldades de integração entre os professores dos dois currículos; as tentativas de aproximar os pais e a ausência da noção de comunidade; o reconhecimento da importância das atividades não formais e lúdicas; o uso da motivação e interesse do aluno pelas atividades das oficinas como condicionantes da frequência na sala de aula; a predominância da visão assistencialista. Sugere-se a ampliação de pesquisas, o investimento na formação de professores, visando à melhor compreensão e à atuação em programas articulados e planejamento de políticas públicas. Abstract The objective was to identify concepts and teachers’ actions related to a full-time education proposal. Responses of eleven female elementary school teachers of a municipal network were analyzed from a semi-structured interview script and demographic surveys. The content analysis with support of Iramuteq software showed: the socializing contribution of the full-time program to formal education; the difficulties of integration between teachers of both curricula; the attempts to engage parents and the lack of sense of community; the recognition of the importance of non-formal and playful activities; the student motivation and interest in recreational activities used as determinants for classroom frequency; the prevalence of a paternalistic vision. Research should be expanded and investment in teachers training should be enhanced, aiming at better understanding and performing articulated programs and planning of public policies. Resumen El objetivo de este trabajo fue identificar concepciones y acciones de profesores en relación a un programa de educación integral. Se analizaron respuestas de once profesoras de Enseñanza Fundamental I de una red municipal de enseñanza, a partir de un itinerario estructurado de entrevista y cuestionarios sociodemográficos. El análisis de contenido, con apoyo en el software Iramuteq, evidenció la contribución socializadora de la educación integral para la educación formal; las dificultades de integración entre los profesores de los dos currículos; los intentos de aproximar a los padres y la ausencia de la noción de comunidad; el reconocimiento de la importancia de las actividades no formales y lúdicas; el uso de la motivación e interés del alumno por las actividades de los talleres como condicionantes de la frecuencia en el aula; el predominio de la visión asistencialista. Se sugiere la ampliación de investigaciones, la inversión en la formación de profesores, buscando la mejor comprensión y la actuación en programas articulados y planificación de políticas públicas.

Este artigo busca discutir diferentes concepções e práticas em torno dos deveres de casa em escolas que desenvolvem projetos de ampliação da jornada escolar e, a partir dessa reflexão, analisar a relação entre a escola e as famílias nessa nova conjuntura. Foram aplicados questionários aos coordenadores dos projetos e aos coordenadores das turmas de 1º ao 3º ano do ensino fundamental de 173 escolas da Região Metropolitana de Belo Horizonte. Realizaram-se, ainda, estudos de caso em oito instituições. Os resultados indicam o acirramento dos conflitos em torno dos deveres de casa e da divisão do trabalho educacional entre família e escola, mas também sinalizam a possibilidade de construção de novos acordos em torno desse tema., This article discusses different concepts and practices about homework in schools that develop full-time education projects and analyzes the relationship between school and families in this new context. Questionnaires were sent to project coordinators and to class coordinators of 6- to 9-year-old students from 173 elementary schools in the metropolitan region of Belo Horizonte. Besides, case studies were performed in eight institutions. The results indicate the intensification of conflicts around homework and the division of educational work between family and school. They also signal the possibility of creating new agreements on this issue.

Submitted by Boris Flegr (boris@uerj.br) on 2021-01-07T18:10:47Z No. of bitstreams: 1 Tese_Maxwel Monteiro Bastos.pdf: 1975876 bytes, checksum: e62fded72900cc3d7fd3ced24353bfaf (MD5) Made available in DSpace on 2021-01-07T18:10:47Z (GMT). No. of bitstreams: 1 Tese_Maxwel Monteiro Bastos.pdf: 1975876 bytes, checksum: e62fded72900cc3d7fd3ced24353bfaf (MD5) Previous issue date: 2018-04-12 The present study proposes to discuss the extension of the school day anchored in sports education. It also aims to understand the barriers related to the expansion of the school day in Brazil, based on the experience of the Programa de Extensão Educacional Clube Escolar (School Club Educational Extension Program) executed by the Municipal Department of Education of Rio de Janeiro. This raises the question of whether within the limits of the relations of social and political forces in Brazil, according to objective conditions, it is capable of enabling the complete implementation of a full-time school aiming at a project of school and human formation in a broader sense. We used the vast bibliography already available for the formulations related to the policies for extending the school day in Brazil; to the Brazilian social, political and economic situation; and to the relations between sport, leisure, work and alienation. Another methodological procedure was the documentary analysis, involving the normative documents towards the creation and regulation of the School Club Program, the administrative dispositions as well as pedagogical documents. Such documents, when compared to information obtained through participant observation and semi-structured interviews, provided not only objective information regarding their general characteristics, but also clues that could indicate the intentions of the subjects who produced them. In this sense, the research was carried out with the purpose of apprehending both governmental measures and institutional processes that reflected upon the organization of the School Club, examining its propositions and the structural and methodological transformations that occurred in the course of its existence. The research was based on the characterization of the School Club Program, identifying and analyzing its political philosophical assumptions, describing it from its organizational aspects and the tensions constituted around its conditions of execution, institutional crises and threats of extinction. The analysis found out that the slow process of transformations, changes of profile and adaptations, through which the School Club program passed, represented movements of openings and strategies for consensuses and cooptions to be forged, which in a way, meant an attempt of resistance and struggle, dispersed, but permanent, for the maintenance of the School Clubs. It is relevant to highlight the fact that the continuity of the School Club program is directly related to the collective capacity, although not necessarily organic, of the individuals who, throughout their history, interfered in the direction of their continuation, adjusting interests in a way to dissuade governments from extinguishing it O presente trabalho se propõe a discutir a ampliação da jornada escolar ancorada na educação esportiva. Buscou-se compreender os impasses relacionados à ampliação da jornada escolar no Brasil, a partir da análise da experiência de realização do Programa de Extensão Educacional Clube Escolar executado pela Secretaria Municipal de Educação do Rio de Janeiro. Ao que justifica perguntar se dentro dos limites em que se enquadram as relações de forças sociais e políticas no Brasil já se configura, segundo condições objetivas, capaz de viabilizar a plena realização de uma escola de horário integral voltada a um projeto de formação escolar e humana ampliada? Recorreu-se da vasta bibliografia já existente para as formulações referentes às políticas de ampliação da jornada escolar no Brasil; à situação social, política e econômica brasileira; e às relações entre esporte, lazer, trabalho e alienação. Outro procedimento metodológico utilizado foi a análise documental, envolvendo os documentos normativos relacionados à criação e regulamentação do Programa Clube Escolar, as disposições administrativas, como também os documentos de cunho mais pedagógico. Tais documentos ao serem comparados às informações obtidas através da observação participante e das entrevistas semiestruturadas forneceram desde informações objetivas relativas às suas características gerais, até pistas capazes de indicar as intencionalidades dos sujeitos que o produziram. Neste sentido, a pesquisa foi realizada com o intuito de apreender tanto as medidas governamentais, quanto os processos institucionais que incidiram sobre a organização do Clube Escolar, examinando suas proposições e as transformações estruturais e metodológicas ocorridas ao curso de sua existência. A investigação se deu a partir da caracterização do Programa Clube Escolar identificando e analisando seus pressupostos políticos filosóficos, descrevendo-o a partir de seus aspectos organizacionais e das tensões constituídas em torno de suas condições de realização, crises institucionais e ameaças de extinção. A análise constatou que o lento processo de transformações, mudanças de perfil e acomodações, pelo qual passou o programa Clube Escolar, representaram movimentos de aberturas e estratégias para que consensos e cooptações fossem forjados, o que de certa forma, significou uma tentativa de resistência e uma luta, dispersa, porém, permanente, pela manutenção dos Clubes Escolares. Indicando que a continuidade do programa Clube Escolar está diretamente relacionada a capacidade coletiva, ainda que não necessariamente orgânica, dos sujeitos que, ao longo de sua história, interferiram no sentido de seu prosseguimento, ajustando interesses de forma a dissuadir governos de extingui-lo

Title: The Paralympic School Day as a part of education on elementary schools Objectives: The Paralympic School Day (PSD) is one of the Paralympic educational programs in which children (6 to 12 years) learn about paralympic sports. The aim of PSD is to improve understanding of specific needs of individuals with disabilities and to change attitudes of pupils towards understandig of their divergence. Methods: In June 2017 a shortened version of PŠD was implemented at one elementary school in Prague. 28 pupils of 5th class (16 boys and 12 girls) had an opportunity to listen to a theoretical lecture, than to get acquainted with paralympic sports with students of applied physical activity and to talk to Czech succesful paralympic athlete Tereza Diepoldova. The change of attitudes was assessed by the CAIPE-CZ questionnaire and by the Adjective- Checklist before the program and a week after its implementation. The method of participative observation was used to evaluate of the overall succes of the PSD. Results: Before the PSD, the mean resultwas 26.5 for boys, 26.0 for girls in the same class - both positive attitudes. After the realization of PSD, the result was 27, 25 for boys, 27.0 for girls. Again, both are positive. Both girls and boy have comparatively positive attitudes towards a disabled pupisl....

Esta tese insere-se na linha de pesquisa “Educação científica: processos de ensino e aprendizagem na escola, na universidade e no laboratório de pesquisa”, e, neste caminho, investiga as contribuições do Programa Mais Educação (PME) à comunidade escolar. O PME é uma política pública do governo federal, que durante nove anos se propôs a induzir a ampliação da jornada escolar. Assim, apoiamo-nos na perspectiva da Educação integral, que alarga os tempos e as oportunidades educativas à luz dos saberes de Anísio Teixeira e Darcy Ribeiro. O referencial teórico-metodológico estrutura-se nos conhecimentos de Stephen Ball e Richard Bowe, especificamente no livro Reforming Education and changing schools (1994), uma vez que apresentam um conjunto de questões norteadoras para a análise da trajetória de políticas/programas educacionais com base nos cinco contextos: a) contexto de influência, b) contexto da produção de texto, c) contexto da prática, d) contexto dos resultados/efeitos e, e) contexto de estratégia política. De forma peculiar, voltamos o olhar ao contexto da prática, sem deixar de transitar entre os demais contextos. A pesquisa tem como campo onze escolas municipais de Caxias do Sul, sendo que a atenção mais específica é voltada para quatro delas, situadas na região norte, numa distância de 4 quilômetros (Km) entre uma outra. As escolas mencionadas são consideradas referência, uma vez que, não havendo vaga em uma delas, o aluno é direcionado a uma das outras três escolas. Optou-se pelas quatro escolas uma vez que duas delas aderiram ao PME em 2009 e o mantiveram de forma ininterrupta até o ano de 2015. Já as outras duas, mesmo havendo possibilidade de aderir ao PME, não o fizeram. É importante considerar que as escolas têm autonomia diante do fazer pedagógico e podem optar por aderir ou não ao PME. Trata-se de uma pesquisa de método misto, cuja amostra é não aleatória e intencional (82 alunos, 80 pais (2015), 66 pais (2018), 33 monitores, 38 professores e 2 equipes diretivas); os instrumentos utilizados são questionários (Alunos, Pais, Monitores, Professores, Equipe Diretiva); o procedimento é documental (Portaria Interministerial nº 24; Decreto nº 7.083; Trilogia do PME e o Caderno PME: Passo a Passo); estudo de caso (aplicação de questionário aos alunos que frequentam o PME; professores regentes; monitores e diretores de duas escolas municipais de Caxias do Sul); levantamento de dados (Índice de Desenvolvimento da Educação Básica (IDEB)). De forma ampla, os estudos apontam que o programa em tela foi aprovado de forma maciça pelos estudantes, teve efetividade social, ampliou o tempo e os espaços educativos, possibilitando atividades diversificadas para o desenvolvimento multidimensional do sujeito; contribuiu de forma efetiva na diminuição de desigualdades, assegurando o acesso, permanência e o sucesso escolar, embora careça de ajustes. O Programa Novo Mais Educação (PNME), que substituiu as ações do Programa Mais Educação (PME) reduz a perspectiva de educação integral ao reforço escolar às disciplinas de português e matemática, logo não se propõe a desenvolver o indivíduo de forma integral. Já o Programa Novo Mais Educação traz consigo a velha política, mais português e matemática, negando a diversidade cultural. Logo, não se mostra um programa com a perspectiva do desenvolvimento integral dos sujeitos. This thesis is part of the research line "Scientific education: teaching and learning processes at school, university and research laboratory", and in this way, investigates the contributions of the More Education Program (PME) to the school community. PME is a public policy of the federal government, which for nine years was intended to induce the expansion of the school day. Thus, we substantiate the research into the perspective of integral education, which broadens educational opportunities and opportunities in the light of the knowledge of Anísio Teixeira and Darcy Ribeiro. The theoretical-methodological framework is based on the knowledge of Stephen Ball and Richard Bowe, specifically in the book Reforming Education and changing schools (1994), since they present a set of guiding questions for the analysis of the trajectory of educational policies/programs based in five contexts: a) context of influence, b) context of text production, c) context of practice, d) context of results / effects, e) context of policy strategy. The field of this research counts with eleven municipal schools in Caxias do Sul, and the most specific attention is focused on four of them located in the north region, distant from each other, approximately by 4 kilometers (km). The aforementioned schools are considered as reference schools, since, without having a place in one of them, the student is directed to one of the other three schools. The four schools were chosen due to the fact that two of them joined the PME in 2009 and maintained it uninterruptedly until the year 2015. Even though the other two schools were able to join the PME, they did not do so. It is important to consider that schools have autonomy in the face of pedagogical activity and may choose to join or not PME. This is a mixed method survey whose sample is non-random and intentional (82 students, 80 parents (2015), 66 parents (2018), 33 monitors, 38 teachers and 2 management teams); the instruments used are questionnaires (Students, Parents, Monitors, Teachers, Management Team); the procedure is documentary (Interministerial Ordinance nº 24, Decree nº 7.083, Trilogy of the PME and the Guide Book PME: Step by Step); case study (application of questionnaire students who attend PME, teachers, monitors and directors of two municipal schools in Caxias do Sul); data collection (Basic Education Development Index (IDEB)). Broadly speaking, studies indicate that the program on screen was massively approved by the students, had social effectiveness, extended the time and educational spaces enabling diversified activities for the multidimensional students’ development, effectively contributed to reducing inequalities by ensuring the access, permanence and school success, although it needs adjustments. New More Education Program (PNME), which replaced the actions of the More Education Program (PME), reduces the perspective of integral education to the reinforcement of Portuguese and Math disciplines, so it does not propose to develop the individual in an integral way. PNME brings with it the old politics, more Portuguese and Math, denying cultural diversity, so it does not show a program with the perspective of the subject’s integral development.

RESUMEN Este estudio abordo la estrategia de acompanamiento pedagogico y el rol docente en instituciones educativas secundarias, el caso de colegios Santa Rosa y Salesianos de San Juan Bosco - Puno Peru, como programas pilotos implementados con Jornada Escolar Completa de la ciudad de Puno durante el ano academico 2015. La investigacion fue no experimental de caracter transeccional, de corte descriptivo y correlacional; se recopilo informacion mediante una encuesta cerrada de sondeo de opinion a 92 docentes protagonistas al azar pertenecientes a las Instituciones Educativas Secundarias referidas. Los resultados indican que el nivel de acompanamiento pedagogico en el proceso de planificacion, desarrollo y evaluacion el nivel de desempeno docente en el dominio I y el dominio II se encuentran entre la categoria bueno (10%) muy bueno (85%) y excelente (5%) con un coeficiente r de Pearson = 0,763. Se concluye que el que existe una correlacion positiva alta y directa entre el acompanamiento pedagogico y el rol de los profesores como el factor preponderante del exito educativo en las instituciones educativas secundarias con Jornada Escolar Completa en la ciudad de Puno. Palabras Claves : pedagogia, aprendizaje, ensenanza, jornada escolar completa. ABSTRACT This study focused on the strategy of pedagogical support and the new role of the teacher in the pilot secondary educational institutions with full school day, Santa Rosa and Salesians of San Juan Bosco of the city of Puno Peru, during the academic year 2015. The research was non-experimental, transectional, descriptive and correlational. Data were collected using a closed survey of opinion poll of 92 protagonist teachers chosen at random. The results indicate that the level of teaching performance in the process of planning, development and evaluation, in domain I and domain II are between the good category (10%) very good (85%) and excellent (5%) with a Pearson's r coefficient = 0.763 **, so it is concluded that there is a high and direct positive correlation between the pedagogical support for the teacher and the new role of teachers as the main factor of educational success in secondary educational institutions with a full school day in the city of Puno. Keywords: pedagogy, learning, teaching, full school day

Background/Objective This study aimed to characterize pedometer-determined physical activity (PA) patterns in segmented school days among Hong Kong primary school children. Methods Participants were instructed to wear pedometers for 4 consecutive days. The overall step counts and counts at specific periods (e.g., after school, recess, and lunch) during the test days were recorded. Results Of the 74 recruited participants, 68 (41.2% boys, aged 10 and 11 years old) provided valid data. The mean total daily steps over the 4 test days ranged from 9064 to 9714 (standard deviation = 3140–3471 steps). The periods that contributed most toward total daily steps were after school (34.2%), recess (14.0%), and physical education (PE) classes (12.3%). Overall, Student t tests revealed that boys were more active than girls. More active children (daily step average above the sex-specific median value) accumulated significantly more steps during recess and after school than less active children (daily step average below the sex-specific median value) in both sexes (mean differences ranged from 507 steps to 1977 steps). A mixed model analysis of variance (ANOVA) revealed that students accumulated 914 steps more on days that included PE classes than on days without PE classes. A three-way ANOVA found no significant differences in body weight status (normal weight vs. overweight and obesity) and travel mode (active vs. passive modes). Conclusion The findings provide a better understanding of PA patterns and the contribution of the distinct segments within a school day to children's PA. This information may assist in developing more effective, appropriate, and timely school-based PA interventions for children in Hong Kong.

This paper examines the full-time school program in Rio de Janeiro's municipal schools. The program, called as the "Single-Shift" schools (Turno Unico), extends the time students spend in municipal schools and seeks to improve the quality of education provision by creating a diverse curriculum for the use of the extra time in school. Unlike the model prevalent in most Brazilian public schools, in which the school day is divided in two shifts of four to five hours each, Single-Shift schools provide education in a format in which students attend a seven-hour daily shift. A subset of Single-Shift schools was certified when they included aspects such as having all teaching staff fully dedicated to a single school. Difference-in-differences estimates, including school and time fixed effects, as well as restrictive school-by-time controls, indicate sizable and robust positive results for the certified Single-Shift program in middle schools. The results indicate that just extending the school day does not grant positive impacts on student performance if it is not also coupled with a more comprehensive and careful consideration on how the additional school hours are used and organized, which requires a well-structured and integrated curriculum, teachers fully dedicated to one school, and focused teacher training.

Purpose: Opportunities for physical activity during the school day are steadily declining. Simultaneously, more time is allocated for improving pupils’ academic achievements. Study aims to explore the effectiveness of a five- minute classroom-based physical activity (5min- Class-PA) to keep student behavior on task while increasing physical activity and energy expenditure during school days. Methods: A sample of 126 elementary school pupils (6-10- year-old) was selected to participated in a 5- min PA daily in the middle of a 45-min academic lesson by imitating video animations (Brain Break by HOPSports®). Multiple baselines across subjects design was implemented for 12 weeks to assess on-task behavior during academic lessons by observing pupils in a classroom. A quasi- experimental design was implemented for 8 weeks to assess PA volume and energy expenditure using SenseWear Armband body monitor (BodyMedia Inc., Pittsburgh, PA, USA). Results: When 5min- Class-PA was implemented, initially high on- task behavior during the first part of the lesson (91.42% and 94.8% for 6-8 and 8-10-year- old pupils, respectively) was not significantly changed after the 5min-Class- PA. In contrast, when 5min-Class-PA was not implemented, on-task behavior during the second part of the lesson decreased (by 3% and 4% for 6-8- and 8-10-year- old pupils, respectively). Additionally, after the 5min-Class-PA was systematically introduced, on-task behavior systematically improved. The results also indicate there is a significant increase or improvement in PA levels and energy expenditure during school days. Conclusion: On-task behavior during academic lessons and daily in-school PA levels can be improved by implementing a 5min-Class- PA.

Esta tese inscreve-se na linha de pesquisa Estado, Políticas e História da Educação do Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal de Goiás (PPGE/FE/UFG). Tem como objeto de pesquisa a política da Secretaria Municipal de Educação de Goiânia (SME) para ampliação da jornada escolar em Escolas Municipais de Tempo Integral (EMTI). Seu objetivo geral consiste em investigar a efetividade desta política mediante a análise da capacidade financeira, administrativa e pedagógica que o sistema de educação apresenta para garantir as condições materiais e humanas para a qualidade do processo de ensino e aprendizagem em escolas de tempo integral. A pesquisa configura-se em um estudo de caso, desenvolvido no ano de 2015, em cinco (05) escolas, as primeiras experiências de EMTI da Rede Municipal de Educação (RME), e fundamenta-se nos procedimentos próprios das pesquisas documental, bibliográfica e de campo, tendo como principais eixos de análise: as condições de financiamento, as condições de infraestrutura da escola, as condições para o exercício da docência e as condições de gestão da escola. Esses eixos, constituídos por variáveis quantificáveis e não quantificáveis, objetivas e subjetivas, sustentam-se epistemologicamente, principalmente, nos estudos de Amaral (2012), Brasil (2006a, 2009a, 2010a, 2010b), Carreira e Pinto (2007), Dourado, Santos e Oliveira (2007), Dourado e Oliveira (2009), Fineduca (2013) Oliveira e Araújo (2005), Oliveira (2007), Pinto (2014, 2015), Souza, Gouveia e Scheneider (2011), Scheneider (2012) e Barra et al. (2015). No desenvolvimento da exposição registra-se, por meio de dados e análises, que a política municipal de EMTI se insere no conjunto das políticas para o ensino fundamental no Brasil implementadas nas últimas duas décadas com centralidade na ampliação da jornada escolar, tendo em vista assegurar a melhoria no desempenho escolar discente e, concomitantemente, oferecer um atendimento em tempo integral a crianças em situação de vulnerabilidade social. Afirma-se como tese que as condições materiais e humanas, objetivas e subjetivas, de implementação da política municipal nas cinco EMTI explicitam tensionamentos e contradições presentes na legislação municipal, nos discursos oficiais e no cotidiano escolar que, por sua vez, evidenciam limites, desafios e possibilidades para a efetividade da proposta na RME de Goiânia como política pública de Estado. This thesis is linked to the line research State, Policies and History of Education of the Program of Post-graduation in Education of the Faculty of Education of the Federal University of Goiás (PPGE/FE/UFG). The study object is the extended school time policy in the Full Time Schools (EMTI) of the Municipal Secretary of Education of Goiânia (SME). The general objective is to investigate the effectiveness of this policy by the analysis of the financial, administrative and pedagogical capacity of the educational system to guarantee the material and human conditions for the quality of the teaching and learning process in Full Time Schools. This is a case study carried out with the first five (05) schools that implemented the EMTI in the Municipal Education System in 2015. The procedures used in this research were documental, bibliographic and field research. The main analyses consisted on the following areas: the financing, the school infrastructure, the development of the teaching process and the school management conditions. Based on quantitative and qualitative and objective and subjective data, the investigation is epistemologically supported by the studies of Amaral (2012), Brasil (2006, 2009a, 2010a, 2010b), Carreira and Pinto (2007), Dourado, Santos and Oliveira (2007), Dourado and Oliveira (2009), Fineduca (2013) Oliveira and Araújo (2005), Oliveira (2007), Pinto (2014, 2015), Souza, Gouveia and Scheneider (2011), Scheneider (2012) and Barra et al. (2015). In the development of the exhibition registers, through data and analysis, in municipal policy falls within the set of policies for basic education in Brazil implemented over the last two decades with centrality in the expansion of the school day in order to ensure improvement in student academic performance and, at the same time, offer a full-time care for children in situations of social vulnerability. It is stated as a thesis that material and human conditions, objective and subjective, municipal policy implementation in the five in outline stresses and contradictions present in municipal law, in speeches and in everyday school officials who, in turn, show limits, challenges and possibilities for the effectiveness of the proposal on RME de Goiânia as State public policy.

Objective The balanced school day (BSD) is an alternative elementary school schedule whereby children have 2 20-minute eating periods instead of 1 20-minute lunch, as is found in the traditional schedule (TS). We assessed the glycated hemoglobin (A1C) levels of children with type 1 diabetes in the TS vs. the BSD because 2 eating periods have the potential to impact blood glucose control. Methods A1C levels representative of the summer months (SumA1C) and A1C levels occurring at least 3 months after the start of the school year (SchA1C) were obtained retrospectively. A parental survey of perceptions of lunch planning, activity levels and diabetes management at school was also completed. Results Our sample included 97 students (TS=42, BSD=55). The mean age ± SD was 10.9±2.6 and 10.1±2.8 years in the TS and BSD, respectively (p=0.12). Sex distribution was not statistically different; 54% were female in TS vs. 36% in BSD; p=0.08. SumA1C was similar in the 2 groups (TS: 8.3±1.1% vs. BSD: 8.0±0.8%; p=0.08). There was a significant within-group increase from SumA1C to SchA1C in the BSD group only (p=0.001), with mean A1C values increasing from 8.0%±0.8% to 8.5%±1.0% in the BSD group compared to no significant increase in the TS group. Parental perceptions of lunch planning, physical activity and diabetes management were similar, regardless of school schedule. Conclusions Children with type 1 diabetes in the BSD appear to have worse diabetes control during the school year compared to the summer, which is not evident in children in the TS. Additional school supports may assist students in the BSD.