Educação para as relações étnico-raciais na educação integral em tempo integral: um olhar para os programas Mais Educação, Novo Mais Educação e Escola em Tempo Integral

Abstract

This article discusses the approach to Education for Ethnic-Racial Relations (ERER) within Full-Time and Integral Education, based on three federal policy documents aimed at expanding school hours: the Mais Educação Program (2007), the Novo Mais Educação Program (2016), and the Escola em Tempo Integral Program (2023). The analysis draws parallels between these documents and the implementation of Laws 10.639/03 and 11.645/08, which amended the Brazilian Law of Guidelines and Bases of Education (LDB), in light of theories from the field of Full-Time and Integral Education. The study examines the historical trajectory of these policies leading up to the implementation of the Escola em Tempo Integral, through Law 14.640/2023, in order to identify the pedagogical strategies outlined in the aforementioned documents and legislation to address the demands of ERER. The findings indicate that ERER was superficially addressed in both the Mais Educação and Novo Mais Educação programs, with more consistent consideration only beginning to emerge in the Escola em Tempo Integral document, twenty years after the enactment of Law 10.639/2003.