Full-time high school policy

a case study

Authors

DOI:

https://doi.org/10.17058/rea.v30i3.16374

Keywords:

Educational politics. , High school., Full-time

Abstract

The article analyzes the performance of the Full-Time High School Policy in a state school in a countryside city of the state of Rio Grande do Sul, considering that there is a context in which the policy is produced and another context in which it is translated and interpreted by the actors of the school community. Participant observation was carried out at the school and the documents that regulate and guide the policy were analyzed. From this, considerations are made about the process of action as well as about the distance between what was proposed and what has been built.

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Author Biographies

Thaiane da Silva D'Avila, Universidade Federal do Rio Grande

Mestranda do Programa de Pós Graduação em Educação da Universidade Federal do Rio Grande, vinculada à linha de pesquisa Políticas Educacionais e Currículo. Possui graduação em História pela mesma instituição e atualmente cursa Pedagogia. Bolsista da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES. Integra o Grupo de Pesquisa Dinâmicas Políticas, Estado e Movimentos Sociais e o Projeto Debates Escolares.

Ricardo Gonçalves Severo, Universidade Federal do Rio Grande

Professor da Universidade Federal do Rio Grande (FURG). Doutor em Ciências Sociais (PUCRS). Participa dos grupos de pesquisa DIPEM (FURG) e GERAJU (UNB). Professor do Programa de Pós-Graduação em Educação e da Especialização em Sociologia da FURG.

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Published

2022-08-20

How to Cite

D’Avila, T. da S., & Severo, R. G. (2022). Full-time high school policy: a case study. Reflexão E Ação, 30(3), 156-170. https://doi.org/10.17058/rea.v30i3.16374

Issue

Vol. 30 No. 3 (2022): Dossier: Pedagogical Alternatives and Educational Prospectives in Latin America (Part 1)

Section

Artigos do Fluxo

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