The Reach of Integral Education Conceptions in the Dynamics of the More Education Program

Abstract

For a conceptual understanding of integral education, of public administration and education professionals must have a clear and precise awareness of integral education. The different interpretations by their interlocutors have influenced the implementation of programs developed in the country. In this sense, this article aims to discuss the different interpretations that affect the concept of Integral Education and its scope in the execution of the More Education Program. For this, it examines the conceptions of integral education present in the pedagogical proposals and in the records of interviews carried out with the different actors involved with the Program, in six pioneer schools in its implementation in the municipality of Cachoeiro de Itapemirim, Espírito Santo, Brazil. The presentation and description of the main registration units of the analyzed documents and the interviewees' statements, gathered in subcategories, show the different conceptions of integral education and the misunderstandings in the understanding and organization of the desired goals, in a gap between the theory present in the analyzed documents and the execution of the Program.