Programa de educação integral na Paraíba: uma análise da política educacional sob a égide da racionalidade neoliberal

Abstract

This research develops a political-ideological trajectory of the Integral Education Program in Paraíba, which since 2016 has been set as the main educational policy for the implementation of full-time high school in the State and has also been configured as a promise of Government to meet the demands of education, in the sense of improving the 'quality' of basic education. With the analysis of normative documents and the bibliographic review on the subject, it was verified that it is not possible to understand the meaning of the school full-time today, without thinking the transformations that have been occurring in the Brazilian educational scope since the 1990s, with the turn of the parameters of management of the social policies in the International Organizations. In this context, a neoliberal perspective has been created in the educational field, imposing on the public school the task of reshaping itself to satisfy the demands of the market, forming students with skills and competences that can legitimize through the idea of self-entrepreneurship. Thus, our research aims to identify how neoliberal ideology has influenced the political-ideological trajectory of the Integral Education Program in Paraíba, which also constituted the first public-private partnership for the implementation of an educational policy between the Government of State and the Education Co-Responsability Institute (ICE). So, we relied on the studies of Dardot and Laval (2016), Laval (2004) and Foucault (2008) whose were used as theoretical references, which provided us with the theoretical elements necessary to understand the research, identifying the relationship that establishes between the State, its neoliberal face, public policies and education. The research presents the analysis of the implementation process of the Integral Education Program in Paraíba's Public Schools, based on two empirical experiments: the Integral Citizen School and the Integral Technical Citizen School (in this work they are identified as ECI-A and ECIT-B, respectively), which are organizationally and operationally supported by the principles of Result Management Technology. We took as resources for the production of data – besides the survey official documents –, direct observation, semi-structured interview and the application of socio-economic questionnaire. The research offered clues that allowed us to identify the hybrid discourse that carries the Integral Education Program by approaching the words 'integral education' and 'business technology', which are part of different political fields. It has also been found that the expansion of full-time schools in Paraíba are not operationally possible without promoting exclusion and that more researches on full-time education in public schools in Brazil are needed in order to help the construction of a model of full-time school that achieves the yernings of the population.