Resumo Português:
Este ensaio problematiza ‘soluções locais’ implantadas por dois municípios mineiros, a partir da indução pelo programa federal ‘Mais Educação’(PME), implementado entre 2008 e 2014. Realizamos uma pesquisa bibliográfica a partir dos conceitos educação em tempo integral e indução, e pesquisa documental ancorada em dispositivos normativos federais e municipais. A primeira seção evidencia o conceito de educação em tempo integral subjacente ao PME e em sua política indutora, enquanto a segunda apresenta os desenhos de cada experiência, a partir da indução do Programa. Nas Considerações, apresentamos limites e possibilidades da indução da educação integral em tempo integral na contemporaneidade.
Resumo Inglês:
This essay problematizes 'local solutions' implemented by two cities of the state of Minas Gerais, based on the induction performed by the federal program 'More Education' (PME), implemented between the years of 2008 and 2014.. We conducted a bibliographical research, based on the concepts of full-time education and induction, and a documental research anchored in federal and municipal normative documents. The first section demonstrates the concept of full-time education, whichintegrates the PME in its inductor model, while the second section presents the designs of each experience, from the induction realized in the municipal context. In the conclusion section, we present limits and possibilities of the induction of full-time integral education in contemporary times.
Resumo Francês:
This essay problematizes 'local solutions' implemented by two cities of the state of Minas Gerais, based on the induction performed by the federal program 'More Education' (PME), implemented between the years of 2008 and 2014.. We conducted a bibliographical research, based on the concepts of full-time education and induction, and a documental research anchored in federal and municipal normative documents. The first section demonstrates the concept of full-time education, whichintegrates the PME in its inductor model, while the second section presents the designs of each experience, from the induction realized in the municipal context. In the conclusion section, we present limits and possibilities of the induction of full-time integral education in contemporary times.
