Políticas de educação integral no Brasil (2007-2020): a formação humana em pauta

Abstract

Integral education policies in Brazil aim to promote integral human formation. There are 13 (thirteen) years of programs and projects in the area of integral education that require us to identify State policies regarding philosophical and political assumptions from the historical-social perspective of integral education. Thus, the object of investigation of this thesis are the integral education policies in Brazil from 2007 to 2020, we translate as a general objective: to analyze the historical-social, political and cultural context of the human formation project inscribed in the concept of integral education, as well as problematize the contradictions and tensions in order to think about new dynamics in relation to this policy in contemporary times. This leads to the Thesis: Integral education policies in Brazil are limited, despite the issue of integral human formation. The reference of emancipatory human formation is through Omnilaterality in Marx (1974; 1996) and Unitarian School in Gramsci (1978). The studies of: Marx (1974; 1996); Gramsci (1978) and Cavaliere (2002; 2014; 2020). Based on the Thesis, we traced the methodological course that guides this investigation: documentary research, understanding it as a research that builds interpretations to identify or construct meanings (LANKSHEAR; KNOBEL, 2008). The choice of documents for our investigation follows the criteria of Cellard's (2008) documentary research: context, authenticity, reliability and nature of the text. The documents analyzed were: Legislation that regulates Integral Education in Brazil and the Documents and Manuals that guide Integral Education in Brazil. The method of apprehending the real is the dialectical Historical Materialism. With the investigative incursions regarding the theme, we conclude that: 1 - Integral education policies submitted to the logic of capital lead to unilateral formation through a fragmented and discontinued educational model; 2 - Capitalist society distinguishes and dichotomizes the relationship between management and workforce, direction and execution; 3 - The theoretical references of integral education in Brazil keep distance from the conceptions of "omnilateral" formation in Marx (1974; 1996) and Gramsci (1978), and, 4 - Emancipatory human formation takes place through the omnilaterality that has in the School The principle of making everyday social knowledge alive for technical-scientific development is unified.