O programa de educação integral na Paraíba: fluxos e influências nas redes de políticas

• Ano de defesa: 2025
• Autor(a) principal: Calabria, Thiago Luis Cavalcanti
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Políticas educacionais; Educação em tempo integral; Ciclo de políticas; Organismos internacionais - educação; Educational policies; Full-time education; International organizations; Policy cycle; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/36941

The Paraíba Full-Time Education Program presents a public school model with its own curriculum design, physical structure, internal and external management model, inspection and control instruments, work regime, and pedagogical objectives. This model was created by Instituto de Corresponsabilidade pela Educação (ICE), with funding and influence from companies and international organizations, which indicates the presence of private interests guided by a neoliberal rationality (Dardot; Laval, 2016). In this context, we chose the full-time and extended-day education policy offered by public high schools as our object of study. In order to deepen the discussions and better understand our object, we present the following question as our research problem: how was the full-time education policy directed at high school translated and interpreted from the global to the local context through the action of private actors in the state of Paraíba? This thesis aims to analyze the trajectory of the Full-Time Education Program in Paraíba's state public school system for high school. The research uses the Policy Cycle Approach (Bowe; Ball; Gold, 1992) and the Theory of Policy Enactment (Ball; Maguire; Braun, 2021) as its theoretical-methodological framework, combined with Discourse Theory (Laclau; Mouffe, 2015). The results reveal that the full-time education policy is articulated as an empty signifier, supported by a critique of the traditional school, but hegemonized by a neoliberal rationality manifesting itself in the reconfiguration of the State's role, the centrality of individual accountability, and the insertion of private actors in the formulation and management of public policies. The mobility of the full-time education policy, originating in Pernambuco, occurs through political networks composed of international organizations, businesspeople, public managers, and private foundations, evidencing a transnational circulation of ideas, subjects, and devices.