O Programa Mais Educação nas escolas públicas municipais em comunidades indígenas de Benjamin Constant (2013-2015)

Abstract

This papper work is about implementation of the federal government program called Programa Mais Educação – PME (More Education Program , in English) in public schools located in the indigenous communities in the city of Benjamin Constant , state of Amazon, Brazil, between the years of 2013 and 2015. The intention to demonstrate whether the proposal for this program satisfied the principles for specific, intercultural and peculiar indigenous school and contributed to the improvement of the academic performance of elementary school students. The theme is linked to the Research: Public Policies, Basic Education and Full Time Education, in the Amazonian context, of Education, Public Policies and Regional Development Line of the Graduate studies Program in Education, of the Universidade Federal do Amazonas. That research has the theoretical framework of educational policy, inserting concepts and ideas of the extension of the time of the school day, integral education, cultural diversity, indigenous education and indigenous school. The theoretical framework of the research led to study in the dialectical perspective, with the support of the categories of analysis, contradiction and totality. The critical focus of research has suggested a qualitative approach in the technique of documentary analysis and quantitative data. In the documentary analysis were selected the documents relating to the theme: educational legislation, manuals and schools plans for service, as well as data from the EDUCACENSO, SIMEC interactive PDDE, and School Census/SEMED. The results show that the program Mais Educação has extended the time of school day, in the free time of nine schools in eight indigenous communities in the city government of Benjamin Constant/AM, however, from 2016 on, could not continue the progressive implementation of integral education for inclusion of all students of basic education. In addition, the results note that the program has strengthened the mandatory activities of the school plan and improved the indices of school performance, however it has not strengthened the principles for the construction of the school specific indigenous, intercultural and peculiar. The Program More Education reaffirms a policy of compensatory action for basic education, including for public schools in indigenous communities, to the detriment of affirmative policies imposed for indigenous education.