Política de educação integral em tempo integral como direito e prática social - um estudo de caso em rede municipal da Bahia no período de 2013-2023: mediações, contradições e possibilidades

Abstract

The object of this research is the policy of full-time comprehensive education as a policy of law and social practice. It conceives of full-time education as the formation and development of the human being from the perspective of omnilateral formation, and includes the development of subjects in all dimensions, considering the real objective and subjective conditions for their full historical development. Its central objective is to analyze the mediations, contradictions and possibilities of the full-time education policy in the municipal network of Lagedo do Tabocal - Bahia, in the period 2013-2023, as a case study and thus present a critical synthesis proposing overcoming possibilities regarding the full-time education policy. The research problem is the following: what are the mediations, contradictions and possibilities for overcoming them in the public policy of full-time education that has been implemented in the municipal education network of Lagedo do Tabocal - Bahia, in the period 2013-2023? In this sense, based on the historical-dialectical materialist conception and historical-critical pedagogy, we seek to get to the root of the problem by analyzing omnilateral education as a conception of comprehensive education, reflecting on social classes in order to understand the role and importance of public schools for the working class and public educational policy as a guarantee of rights and the role of the state. We defend, based on research, the importance of the working class struggle in defending public schools, educational policy, comprehensive and integrated education, as a guarantee of the State's rights and duties.