Programa Mais Educação: avanços e desafios para uma estratégia indutora da Educação Integral e em tempo integral

Leclerc, Gesuína de Fátima Elias; Moll, Jaqueline

doi:10.1590/s0104-40602012000300007

Cited by 32 publications

(37 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although many people thought the "Mais Education" Program was a full time school program, it was not limited to school spaces, classrooms, and the development of activities from the formal curriculum. Faria (2011), Leclerc and Moll (2012) mentioned that the activities occurred in the schools as well as outside them, for example in community centers, churches, clubs and sports courts. Leclerc and Moll (2012, p.100) emphasized that:…”

Section: Social Pedagogy and Social Education In The "Mais Educação" mentioning

confidence: 99%

See 1 more Smart Citation

The potential relationships of Social Education and Social Pedagogy in the “Mais Educação” Program (More Education)

Paula¹,

Silva²,

Santos³

2017

Reveduc

View full text Add to dashboard Cite

This study aimed at reviewing the literature that discusses Social Pedagogy and Social Education within the Brazilian Program "Mais Educação" (More Education). The research also sought to analyze the characteristics of the pedagogical proposals and the theoretical methodological principles in the academic literature of the areas of Social Pedagogy and Social Education in the aforementioned program. This theoretical qualitative research included a literature review of articles published in indexed periodicals from the CAPES portal. The data collection used Google, Google Scholar and SciELO databases from August 2015 to December 2016. The results demonstrated that there were relations between the "Mais Educação" Program with Social Pedagogy and Social Education with respect to the theoretical, educational and cultural practices of this program during the Dilma presidency (2011)(2012)(2013)(2014)(2015)(2016). However, when the Temer presidency took over in August 2016, some changes occurred in the program, which took the name "Programa Novo Mais Educação" (New 'Mais Educação' Program). In addition to the name change, the characteristics and aims of the program have changed and the focus is now on the reinforcement of the areas of Portuguese and Mathematics. These aspects are different from the initial proposal that aimed at the provision of educational, artistic and inclusive educational practices, especially for students in vulnerable social conditions. Thus, the recent proposal of the New 'Mais Educação' Program distances itself from the principles of Social Pedagogy and Social Education. Keywords: Social pedagogy. Social education. "Mais Educação" Program. ResumoO presente trabalho teve como objetivo apresentar a revisão de literatura de estudos que discutem a Pedagogia Social e a Educação Social no Programa "Mais Educação" do Brasil. Esta pesquisa também buscou analisar na produção acadêmica as características das propostas pedagógicas e dos princípios teóricos metodológicos dessas áreas que estão presentes nesse Programa. A pesquisa foi qualitativa, de cunho teórico e os procedimentos utilizados foram a revisão de literatura de artigos publicados em periódicos indexados no portal da CAPES.

show abstract

Section: Social Pedagogy and Social Education In The "Mais Educação" mentioning

confidence: 99%

“…According to Faria (2011);Leclerc and Moll (2012) and Crispim (2014), in the "Mais Educação" Program, these activities included cultural, sports and leisure activities such as art, capoeira, hip hop, newspaper and school radio, human rights, environmental sustainability, among others.…”

Section: Social Pedagogy and Social Education In The "Mais Educação" mentioning

confidence: 99%

The potential relationships of Social Education and Social Pedagogy in the “Mais Educação” Program (More Education)

Paula¹,

Silva²,

Santos³

2017

Reveduc

View full text Add to dashboard Cite

show abstract

“…Additionally, the program has adapted to a new reality existing in Brazil with the expansion of full-time service in public basic education. Thus, the More Education Program, created as a stimulus to this expansion, was articulated with the PNAE, establishing new parameters, such as the provision of at least three meals per day, providing 70% of the students' nutritional needs [3,4]. Despite these advances, the program faces difficulties such as low adherence by the students and very variable acceptance, depending on the meals served [5][6][7][8], and aspects related to the monotony of the menus and lack of a systematic program for food and nutritional education [1].…”

Section: Introductionmentioning

confidence: 99%

Feeding in full-time public schools: Do students adhere and accept?

et al. 2017

View full text Add to dashboard Cite

Article based on the master' s thesis on the NA CARVALHO, intitled "Fatores associados à não adesão e à não aceitação da alimentação escolar por alunos de escolas públicas de tempo integral". A B S T R A C T ObjectiveIdentifying adherence to, and acceptance of school feeding, and analyzing the factors associated with non-adherence/ non-acceptance in full-time public schools in Goiânia, Goiás, Brazil. MethodsCross-sectional study with students of both sexes aged 6-14 years. Issues regarding the consumption of meals, food distribution, food eaten outside the school and socioeconomic data, including nutritional assessment of students, were investigated. Adherence to meals was defined as the consumption of school meals four to five times/week, and acceptance was defined as meal approval, using the facial hedonic scale. ResultsA total of 359 students participated in this study and it was observed that adherence was high for lunch (95%) and afternoon snacks (78%), and low for morning snacks (44%). Acceptance did not reach the required minimum percentage of 85% for any of the meals. Factors associated with non-adherence were the presence of >4 people in a household, having meals in a refectory, the meal location being considered uncomfortable and a negative evaluation of utensils used in eating meals. Factors associated with non-acceptance were age >10 years, female sex, the negative evaluation of utensils used in eating meals and inadequate food temperature.

show abstract

“…O Mais Educação é um programa do Governo Federal de caráter interdisciplinar e multisseriado que ocorre em horário oposto as aulas convencionais, buscando contribuir com a formação dos estudantes de forma complementar ao mantê-los em tempo integral na escola(Leclerc & Moll, 2012). Dentre as diferentes atividades trabalhadas pelo programa, a EA e a investigação no campo das Ciências são dois macrocampos presentes na proposta, cujas discussões são imprescindíveis na Educação Básica(Brasil, s. d.).…”

unclassified

Contribuições Da Educação Ambiental Crítica Para O Processo De Ensino E Aprendizagem Em Ciências Visando À Formação Cidadã

Silva

Prudêncio

Caiafa

2018

IENCI

View full text Add to dashboard Cite

Essa pesquisa tem como objetivo investigar as contribuições de um processo formativo no ensino de Ciências, que assume os pressupostos da Educação Ambiental Crítica, para a formação socioambiental de estudantes frente aos problemas ambientais existentes em sua comunidade. Esse processo formativo contou com a participação de 17 estudantes dos anos iniciais do Ensino Fundamental que residem em uma comunidade rural do município de Cruz das Almas – Bahia. A coleta e análise dos dados ocorreram por meio da construção de desenhos desenvolvidos em oficinas participativas em Ciências para investigar os conhecimentos prévios e adquiridos a respeito da percepção ambiental dos estudantes. Como resultado foi possível perceber o quanto o viés naturalista está impregnado na formação dos estudantes, fato que dificulta a compreensão do Meio Ambiente, de forma a considerá-lo em sua multidimensionalidade. Contudo, a análise revela ser possível a transição de uma concepção ambiental mais reducionista para outra mais abrangente, a depender de como a Educação Ambiental é inserida, especialmente no ensino de Ciências, revelando também certa aproximação entre as representações de Meio Ambiente dos estudantes com a realidade vivenciada por eles, à medida que ocorre uma gradativa inserção do ser humano e de suas construções nesse meio.

show abstract

Programa Mais Educação: avanços e desafios para uma estratégia indutora da Educação Integral e em tempo integral

Cited by 32 publications

References 1 publication

The potential relationships of Social Education and Social Pedagogy in the “Mais Educação” Program (More Education)

The potential relationships of Social Education and Social Pedagogy in the “Mais Educação” Program (More Education)

Feeding in full-time public schools: Do students adhere and accept?

Contribuições Da Educação Ambiental Crítica Para O Processo De Ensino E Aprendizagem Em Ciências Visando À Formação Cidadã

Contact Info

Product

Resources

About