Dilemas e tensões: o ensino em tempo integral entre os estudantes oriundos de famílias pobres ou extremamente pobres de Maceió

Abstract

This paper aims to understand the difficulties faced by third-year high school students from poor or extremely poor families in adhering to the school routines proposed by the Alagoas Full-Time Education Program (pALei). The expansion in the number of enrolments in full-time education points to the political and governmental relevance of this educational policy, both at federal and state level, as well as in Alagoas society in general. However, the need to extend the school day creates tension between students and this policy, especially those from poor or extremely poor families, since they don't have time to do anything that could provide them with an income. As an assumption, it can be said that this tension is accentuated in the third year of secondary school, as students are on average 17 years old and are forced to earn an income and help their families. The research will make use of sociological literature (BOURDIEU, 2014; HASEMBALG and SILVA, 2003; DAIREL and NOGUEIRA, 2012) to enter the debate on the family/school relationship with regard to aspects linked to social stratification, mobility and income, focusing on the Alagoas context; as well as specific techniques, such as interviews, use of documentary sources on comprehensive education policy in Brazil and Alagoas, secondary quantitative sources, socioeconomic questionnaire and survey.