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No centro desta reflexão teórica situa-se a conjuntura sociopolítica que fez (re)emergir o 1.º ciclo do
ensino básico como “problema” de política educativa, ou seja, como terreno prioritário para o Estado, através do
Governo, formular e executar um “modelo” de operacionalização da política de “Escola a Tempo Inteiro” (ETI).
Analisamos esta política reportando-a a referenciais de representação de um “novo modelo educativo” (dimensão
educativa), de um “novo paradigma de escola pública” (dimensão política) e de uma “nova conceção de
administração da educação” (dimensão administrativa). O recurso ao quadro heurístico da “análise das políticas
públicas” permite pôr em evidência as representações e a ação governativas.
Abstract: At the centre of this theoretical reflection is the socio-political conjuncture that (re)emerged the 1st. cycle of basic education as an education policy “problem”, that is to say, a priority ground to the State, through the Government, create and implement an operational “model” for “full-time school” policy. We analyse this policy by referring to the referential representation of a “new educational model” (educational dimension), a “new paradigm of public school” (political dimension) and a “new conception of educational administration” (administrative dimension). The use of the heuristic framework of “public policy analysis” allows us to highlight the representations and governmental action.
Abstract: At the centre of this theoretical reflection is the socio-political conjuncture that (re)emerged the 1st. cycle of basic education as an education policy “problem”, that is to say, a priority ground to the State, through the Government, create and implement an operational “model” for “full-time school” policy. We analyse this policy by referring to the referential representation of a “new educational model” (educational dimension), a “new paradigm of public school” (political dimension) and a “new conception of educational administration” (administrative dimension). The use of the heuristic framework of “public policy analysis” allows us to highlight the representations and governmental action.
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1.º ciclo do ensino básico Política educativa Escola a tempo inteiro 1st cycle of basic education Educational policy Full-time school