Entre a política e a prática: avaliando o programa Aprender Mais Escola em uma escola pública municipal de Fortaleza nas turmas de 5º ano do ensino fundamental

• Ano de defesa: 2025
• Autor(a) principal: Viana, Cristiane Pontes
• Orientador(a): Andrade, Wendel Melo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS
• Link de acesso: http://repositorio.ufc.br/handle/riufc/82019

This study is part of research developed within the Master's Program in Public Policy Evaluation (MAPP) at the Federal University of Ceará (UFC) and focuses on the evaluation of the Aprender Mais Program, specifically the Aprender Mais Escola modality, implemented by the Municipal Department of Education of Fortaleza. The research evaluates the Program by examining its contributions to the learning outcomes of 5th-grade students in a public municipal school in Fortaleza, during the period from 2018 to 2024, taking into account the extension of the school day from four to seven hours, within the perspective of Full-Time Education. The study adopts a qualitative approach, based on document analysis, semi-structured interviews with school administrators, teachers, and program monitors, as well as participant observation. The research is grounded in the "In-Depth Evaluation" methodology proposed by Rodrigues (2008; 2019), which seeks to understand the object of study by considering its multiple dimensions, both longitudinal (over time) and latitudinal (in its breadth and scope). Data analysis includes the results from the Permanent Evaluation System of Basic Education of Ceará (SPAECE) from 2018 to 2023, also taking into consideration the impact of the pandemic context on student learning. The study is based on documents such as the Documento Curricular Referencial de Fortaleza (DCRFOR, 2024), Volume 8, which specifically addresses Full-Time Education and provides guidelines and pedagogical directions for its implementation in the school system. It also draws upon the work of authors such as Cavaliere (2002, 2009), Jaqueline Moll (2010; 2012), Dermeval Saviani (2011; 2017), Cipriano Luckesi (2005; 2011), Miguel Arroyo (2013), Andrade (2021), among others, who discuss full-time education, public education policies, learning assessment, and curriculum. The research findings revealed that, although the Aprender Mais Program in the Aprender Mais Escola modality offers contributions to student learning, it still faces challenges that hinder its effectiveness. Notable among these are the need for specific training for monitors, the inclusion of the program in teacher professional development, and greater integration between both within the school. The study also highlighted a lack of structured pedagogical materials, specific resources for the program, and adequate physical spaces to serve all students. These factors indicate that improving the program depends on more effective coordination between infrastructure, training, and pedagogical practices.