A política de fomento ao ensino médio em tempo integral - EMTI : parâmetros de operacionalização e equalização de oportunidades

Abstract

Present study describes and analyzes, circumstantially, the implementation of a public educational policy, in the specific case, the policy of fostering Full Time High School - EMTI. The general objective is to understand the parameters of operationalization of the referred policy, indicating its possible implications in the process of equalization of social and educational opportunities. This aim is based on the following research problem: to what extent operationalization criteria of the EMTI promotion policy - including a definition of the contemplated schools - are correlated with the promotion of social and educational equity? The research that gave rise to the study starts from the central hypothesis that, eventually, educational programs and policies can carry, in themselves, the reproduction of inequality. This way, the present work is a qualitative, exploratory and descriptive research, whose methodological path was based on a documentary basis, based on Cellard's (2008); Gil’s (2009) and Evangelista’s (2012) definitions. The selected documentary corpus was constituted from the legislation, technical notes and other documents produced by official organism, pointing out the guidelines for the implementation of the EMTI. We also used the database and microdata of the National Institute of Educational Studies and Research Anísio Teixeira (Inep); as well as the socioeconomic level indicators (Inse) of the schools benefited by the policy within the state networks of Rio Grande do Sul and Santa Catarina. With a view to identifying and producing data about the schools covered by the EMTI, we also carried out surveys at the State Education Secretariats (SEE) of the states that are the focus of the study, as well as in the reports of the Ministry of Education. In this sense, the research findings were analyzed in the light of the scientific knowledge production structure proposed by the methodologists Quivy and Campenhoudt (1998). Keeping the central hypothesis as a guideline, the description and examination of the policy for the promotion of EMTI was examined considering the concept of equity anchored in John Rawls (1997); Cademartori (1992) and Gomes (1992). Based on the assumption that the concept of equity combines principles capable of ensuring criteria for expanding educational and, consequently, social opportunities. In this sense, the research showed, after an addressed and correlational reading of the documentary corpus, that the EMTI promotion policy implied, among other movements, performance criteria and regulation / distribution by results. Due to the central hypothesis, the research report concludes that the policy to promote EMTI, in the context and circumstances under study - states of Santa Catarina and Rio Grande do Sul - shows signs of a possible reproduction of social and educational inequality.