O CONTEXTO HISTÓRICO DA EDUCAÇÃO INTEGRAL NO BRASIL NA PERSPECTIVA DO PROGRAMA MAIS EDUCAÇÃO AO PROGRAMA NOVO MAIS EDUCAÇÃO

Abstract

This article aims to promote a reflection on the historical context of Integral Education (EI) in Brazil, from the perspective of the More Education Program (PME) to the New More Education Program (PNME). It focuses on the controversies of this expansion of the school day, and how these programs dialogue with the concept of EI, since it is based on a historical and sociological conception, education is understood as a historically constituted social practice. It resorts to bibliographic and documentary research. It discusses the historical context of EI in Brazil, its legal basis, and the discussion regarding the PME and PNME, as a proposal inducing EI and in Full Time (TI) of the Ministry of Education (MEC). It concludes that it is necessary to think about the quality of learning in the same dimension in which the extension of time takes place, according to the ideal of full training of the individual, in favor of improving learning and, thus, giving rise to the re-signification of pedagogical practice and the school space.