O Programa Ensino Integral – PEI como política de expansão de jornada escolar na rede pública de ensino do estado de São Paulo (2012‒2020)

Abstract

This research aims to examine the policies of integral education at the public school system of the state of São Paulo, implemented since 2012 using “Programa Ensino Integral” (“Integral Education Program”, PEI). This thesis investigated how this program connects itself with a movement of integration of Brazil to the process of internationalization of education, which has as fundamental characteristics improving education indexes and decreasing inequalities, mainly as a result of programs of extension of the school day. Initially, this study engages with historical experiments that strived to develop integral education, signaling its potentials and limits. In the sequence, it returns to the inducting policies for Integral Education, institutionalized by the Interministerial Ordinance nº 17 of 2007, that created the “Programa Mais Educação” (“Program More Education”, PME), incrementing programs of extension of the school day in public schools throughout Brazil. The investigation identified similarities between the pedagogical proposal of both Programs with the premises of the Human Capital Theory and, regarding the state of São Paulo, of a pedagogical drawing and formative itinerary associated to business interests, expressed through the participation of organizations of the civil society