More Education Program and School Full Time Program: actions of the federal government to decrease educational inequalities in Brazil and Portugal

• In Event: CIES Wednesday Roundtables
  In Group Roundtable Paper Session: From research to policy and practice: possibilities and challenges for education in Latin America (Table 4)

Proposal

This work was developed under the Group of Studies and Research in Educational Policies (GREPPE / Unicamp) and aims to analyze the national policy of expanding the school day time of Brazilian students through the More Education Program (PME) and Portuguese students through School Full Time Program (PETI). The work present some results of the programs that intend to reduce educational inequalities, those design program is limited to ensuring the improvement of educational outcomes in external evaluations.
The More Education Program (PME) was established by the Interministerial Ordinance No. 17/2007, as a Ministry of Education's strategy to induce the extension of the school day and curriculum organization, which is aimed primarily at low schools Ideb (basic education development index) and / or located in areas of social vulnerability, with the stated purpose reduce educational inequalities, promote the appreciation of cultural diversity and ensure quality education (BRAZIL, 2013).
The School Full Time Program (PETI) was created by Order No. 12,591 / 2006 with the aim of offer a set of enriching learning curriculum, and promote the relationship between the school functioning and organization of social responses to family support (PORTUGAL, 2006) . Conceives the school as a platform of equal opportunities in the service of reducing social inequalities (PIRES, 2011).
Both education programs full-time, are within the context of global education policies, guided by international organizations guidelines such as the Organization for Economic Cooperation and Development (OECD) and the World Bank, it is understood as mechanisms for reducing inequalities education and promotion of a quality education, whose effectiveness is measured by the results obtained in large-scale assessments, such as the Programme for International Student Assessment (Pisa).
Lima (2011) explains that the State Evaluator model does not abandon the old traditions of the Weberian bureaucratic model of state power control, leading to homogenization (curriculum, school organization and educational project), competitiveness (between and within schools) selectivity (of the fittest and prepared).
The results of this qualitative and quantitative study, conducted through literature review, documentary research in primary sources, in addition to the collection, systematization and statistical analysis of official data published by the Ministry of Education of Brazil and Portugal, have shown that the Brazilian government to reduce educational inequalities, bet on a focused policy (PME), compensatory, for some students of elementary and middle school (1st to 9th grade), belonging to socially vulnerable groups, proposing the offer of socio varied activities after school conducted by volunteers without concern for the consolidation of an articulated curriculum for full-time education.
In addition to volunteers, other social actors are invited to participate in the mapping, enabling spaces and management of More Education Program. Adrião and Peroni (2005) warn that educational demands, particularly those not covered by the mandatory steps, have been met privately for atomized social actors: private institutions, non-profit organizations, businesses, local community groups, churches etc. which is enjoying, including public subsidy.
The Portuguese government has designed a universal policy of expanding the school hours (PETI), whose provision became mandatory to all students of the 1st cycle (1st to 4th year of primary school) and optional frequency, and offered after school activities the Enrichment Curricular- AEC (teaching English, music, sport and physical activity), conducted by qualified professionals (PORTUGAL, 2006). The AEC began to occupy a restricted space of the curriculum, but there was investment in the expansion of the core content, increasing the "school form".
Pires (2014) says that the PETI extended school work time of the student, a hiperescolarização trend. From this perspective, Canário (2005) explains that this trend gives the school a monopoly on educational activities, devaluing the knowledge not acquired by the school route.
Such programs, with the same purpose and different proposals, oscillating between the supply of decontextualized activities after school (Brazil) and those who favored the expansion of the formal curriculum (Portugal), triggered actions which promote a small improvement in the rates of external evaluations and school flow, this is still insignificant. In Brazil, if we compare the indicators obtained by schools that have implemented the PME with schools "less unequal", we observe that the first do not reach the national average in these indexes.

Note:
1. Ideb- Indicator calculated based on data about school flow and average performance in external evaluations.


REFERENCES
ADRIÃO, T. ; PERONI, V . (Eds.). Presentation. In: ADRIÃO, T.; PERONI, V. (Eds.). The public and private education: interfaces between state and society. Sao Paulo: Shaman, 2005. p. 9-11.

BRAZIL. Regulatory Decree No. 17 of 24/04/2007. Establishing the More Education Program. Official Gazette, Brasilia, DF 27 April 2007, Section 1, p. 5-6, 2007.

________. Decree No. 7,083, of January 27, 2010. Regulates the More Education Program. Official Gazette, Brasilia, DF, Jan 27. 2010, Section 1, p. 2, 2010.

________. More Education Program- Step by Step. Brasilia, MEC, 2013.

CANÁRIO, R. What is the school? A "look" sociological. Porto: Porto Publisher, 2005.

LIMA, L. School administration: studies. Porto: Porto Publisher, 2011.

PIRES, C. School Full Time: questioning of a "model" of implementation. In: C. Reis & F. Neves (Coord.), Proceedings of the XI book Congress of the Portuguese Society of Educational Sciences (Vol IV.). Guard: Polytechnic Institute of Guarda, 2011. Available at: Access: 25 September 2016.

________. School Full- Time Contributions to analysis of public policy education. Santo Tirso (Portugal): 1st Ed De Facto Publishers, 2014.

PORTUGAL. Order No. 12591 of 16 June 2006. It establishes the School Full Time Program. Republic Diary, Series II, No. 115 - June 16, 2006 Available at: . Access: 26 September 2016.

Authors

• Elisangela Maria Pereira Schimonek, State University of Campinas (UNICAMP)

• Theresa Adrião, State University of Campinas (UNICAMP)