Interfaces entre lazer e educação: o caso do Programa Escola Integrada do município de Belo Horizonte

Abstract

The Brazilian educational policies that extend the school day can allow discussion of leisure and education. This study investigated the relationship between leisure and education program in Integrated School of the city of Belo Horizonte, whose proposal provides a long time for leisure practice and aims to provide a differentiated training. The research used the policy cycle approach to understanding the political influence contexts text production and practice in the program. It was built and analyzed the trajectory of policy to extend the length of the school day, in the context of text production were identified and analyzed the prospects for leisure and education in the documents, and finally interpreted in the context of practical concepts of leisure and education of all those involved in planning and implementation, including the plans, actions and strategies used in leisure practices, their content and assessment methodologies. The literature review sought to examine books and periodicals that contemplated the terms of the politics of education, leisure and public education. The documentary research was based on documents relating to the strategic plan of the government, the educational program, the propositions of elementary school curricula and publications related to Integrated School Program and More Education Program. The field research, in turn, consisted of a case study in a school located in an area of high social vulnerability, which is by definition criteria of the municipal administration. Data collection in the field of research was used semi-structured interviews with the participation of five teachers, four and five college interns and cultural agents, a total of 14 people involved in the planning and implementation of the educational program. The analysis and interpretation of content categories identified: integrality, practical education, leisure conception, education conception. The conceptions of education and leisure Integrated School Program indicate functionalist characteristics, which are not considered negative. However, it is understood that it is not sufficient to develop a culture policy rooted in cultural formation. The educational activities planned and executed by the investigated subjects must be reviewed and reflected as promoters, producers and produced in culture and beyond the possibilities of fun and joy.