Full time education in Brazil: ruptures, advances, permanencies and challenges of a public policy in the school context

Abstract

In this interview, through the dialogue established with a teacher engaged in the fight in defense of public education, it is proposed to make an analysis about full-time full education. For such, we addressed some of the main aspects that influence the implementation and development of this policy in the Brazilian school context. The reflections contribute to promote the criticism about current conceptions, the structure, the legislation, highlighting ruptures, advances and gaps that still persist. The analytical balance on the experience of the Ciep in Rio de Janeiro in the 1980s and 1990s brings into discussion the limits and challenges of this policy and at the same time rescues it as a possibility of improving public education by promoting greater educational equality since It allows to broaden the formative experiences of the students, especially the popular classes.