This essay examines the impact of employees' working hours on genderequality. There is a problem linked to part-time and full-time work alongwith gender equality, which leads to that significantly more women workspart-time than men do. The reason to this is partially because the welfareindustry is female-dominated and infused by part-time employment, andbecause of the uneven distribution of roles between the sexes. A new rule ofpresumption has been formulated in the Employment Protection Act(1982:80) which stipulates that all employment contracts apply for full-timework, unless agreed otherwise. The purpose of this essay is to investigate theprovision of full-time as the norm and whether an extension of workinghours will promote equality in the labor market. A shortening of workinghours is presented as another possible solution to the gender equalityproblem and after that, both possibilities get analyzed with their pros andcons and their relevant legislation. To investigate whether full-time work as a norm will improve genderequality, research results from previous full-time projects are compared. Insummary, the results of this essay show that full-time work as a norm islikely to be a successful equality tool, but previous research has shown thatsupplementary measures will then be required. Among other things, it will berequired that the government works to remove unfavorable working hoursand that the welfare professions become more sought after among men.Another important measure is to work more actively to remove the unevengender distribution around unpaid domestic and care work. This is importantbecause it is something that leads to many women not getting their lifepuzzle together and therefore choosing to work part-time instead of full-timein order to have more time to spare

I takt med lärarbristen har det samtidigt väckts ett intresse för nya typer av läraravlastande yrkeskategorier i svenska grundskolan. Det finns en bred variation på benämningar och uppgifter för denna yrkesgrupp och Heltidsmentorer är en av de tjänster som ingår i denna nya yrkeskategori. En fråga som rimligtvis kan vara svår att ignorera är vad dessa nya tjänster kan innebära för lärare och elever. Syftet med föreliggande uppsats är därför att studera om det har någon effekt och i så fall vilken effekt det har att anställa heltidsmentorer för studieresultatet för elever i årskurs 9 i den svenska kommunala grundskolan. Vidare är också syftet att undersöka om socioekonomisk bakgrund kan ha ett samband med vilken typ av tjänst skolor väljer att anställa. Studien är baserad på variansanalys av registerdata om 99 skolors resultatstatistik. Några av studiens mest intressanta fynd är att det rent generellt inte verkar spela någon roll för studieresultatet vilken typ av avlastande tjänst en skola väljer att anställa. Dessutom verkar det som att ju högre socioekonomisk bakgrund eleverna har på en skola, desto större chans är det att skolan väljer bort läraravlastande tjänster. / At the same time as, and in line with the shortage of teachers, an interest has been aroused in new types of teacher-relieving professional categories in Swedish compulsory schools. There is a wide variety of professional categories and tasks for this role and Full-time mentors are one of the positions included in this new professional category. One question that can reasonably be difficult to ignore is what these new services might mean for teachers and students? The purpose of this thesis is therefore to study whether it has any effect and, if so, what effect it has to hire full-time mentors for the study results for students in year 9 in the Swedish municipal compulsory school. Furthermore, the aim is also to investigate whether socio-economic background may have a connection with the type of position schools choose to employ. The study is based on analysis of variance of register data from 99 Swedish schools. Some of the study's most interesting findings are that, in general, it does not seem to matter what type of relief service a school chooses to hire for students' academic performance. In addition, it seems that the higher the socioeconomic background of students at a school, the greater the chance that the school will opt out of teacher relieving positions.

[pt] tese – Ensino Médio em Tempo Integral no Ceará: Um estudo longitudinal sobre o efeito das escolas EEEP – teve por objetivo desenvolver um estudo sobre valor agregado de escolas cearenses de ensino médio, em tempo integral. Para isso, utilizou dados de avaliações do SPAECE, realizadas no período de 2008 a 2011. Nesse intervalo de quatro anos, foi possível realizar um recorte longitudinal, pois foram avaliados o nono EF em 2008, o primeiro EM em 2009, o segundo EM em 2010 e o terceiro EM em 2011. A escolha dessa amostra resultou em mais de 40 mil casos e gerou dados longitudinais apropriados para medir o efeito-escola, permitindo investigar o impacto das escolas na aprendizagem dos alunos. A existência de dados longitudinais permitiu evidenciar que os resultados dos alunos estão relacionados às experiências adquiridas ao longo do Ensino Médio. O efeito-escola atestado foi medido com o auxílio de modelos hierárquicos de regressão – modelos de trajetória, considerando a estruturação temporal e a estrutura multinível dos dados educacionais coletados. / [en] The Thesis Full Time High School in Ceará: A longitudinal study on the effect of EEEP schools, aimed to develop on a study on the value added of Ceará high school, full time. For this, we used data from SPAECE evaluations, carried out from 2008 to 2011. In this four-year interval it was possible to perform a longitudinal cut, as it was evaluated the 9th EF in 2008, the 1st EM in 2009, the 2nd MS in 2010 and the 3rd MS in 2011. The choice of this sample resulted in over 40,000 cases and generated appropriate longitudinal data to measure the school effect, allowing to investigate the impact of schools on student learning. The existence of longitudinal data showed that the students results are related to the experiences acquired during high school. The attested school effect was measured with the help of hierarchical regression models - trajectory models, considering the temporal structure and the multilevel structure of the collected educational data.

In this study, research was conducted on the information needs of Unisa students. Most distance students do not personally visit the library, which makes it difficult for librarians to determine whether or not they are meeting their needs. The library plays an important support role in any university, especially in the open distance learning context. It is therefore important for librarians serving distance learners to continually evaluate their services in order to see if they are still meeting their client’s needs. The aim of this study was to determine if students are aware of the library services to which they are entitled, and if the library is successfully reaching and assisting remote students, and how its services can be improved. Questionnaires were posted to students, and interviews were conducted with on-campus students and staff. Chapter 1 covers the orientation and background to the study. Chapter 2 discusses the research methods used to collect information. In Chapter 3, the library needs of distance learners were discussed, while Chapter 4 presented a discussion of the findings drawn from the questionnaires and interviews, and Chapter 5 makes recommendations based upon these findings. It was found that some of the students surveyed were not aware of their library privileges. It is recommended that the Unisa library employ better strategies to market the library services available to students. Furthermore, the library needs to find better ways to reach out to remote students who have no access to information and communications technology upon which the modern library is so reliant.

There has been an increasing amount of interest shown in vocational education and apprenticeships in the early twenty-first century by successive governments and other parties connected with occupational training. However, the English further education sector has been described as ‘chronically under-researched’ (James and Biesta, 2007: 7), particularly in regard to narrative accounts of college education and pedagogy (Richardson, 2007) and there has been very little empirical research on pathways into the plumbing profession. This study explored teachers’ and students’ perceptions and experiences of both full-time college courses and apprenticeships in plumbing in order to deepen understanding of these particular types of vocational preparation. It also endeavoured to investigate whether the two different routes into plumbing appeared fit for purpose. Within an interpretive framework, data were collected using two main research methods. Ethnographic snapshot observations were recorded during lessons in three further education colleges and at the workplaces of five plumbing students and formal 1:1 semi-structured interviews were conducted with 15 tutors and 14 students. The data were thematically analysed. From the many issues relating to the opportunities offered and the challenges posed by the different pathways into plumbing that this study identified, three key findings emerged. First, there was strong evidence of a dislocation between theory and practical learning, both within the college setting for full-time students and between the workplace and college settings for apprenticed learners. This had implications for both the quality of learning and the learners’ levels of motivation. Second, the study revealed the importance of supervised work experience that was centred on long-term acquisition of knowledge and relationship development for apprentices with support from their college tutors and co-workers. Finally, the findings showed the importance of authentic assessment. It was found that simulations in college could not adequately replicate the experience of doing the job in the real world. Given the inherent risks and problems regularly encountered in the plumbing profession, this signalled significant health and safety implications.

This research project conducted an in-depth, qualitative assessment of vocational education and training (VET) teachers’ perceptions of pedagogic innovation, with an emphasis on obstacles and supporting factors. The main research question was: “How do teachers’ roles and perspectives shape innovation processes in VET and what does this imply for the development of teaching and learning practices?” Three clusters of subsidiary questions were derived around thematic foci: ‘perceptions and concepts’, ‘documentation of practice’, and ‘dynamics, limitations, and lessons for innovation’. Based on analytical strategies derived from grounded theory, two phases of interviews – the first with ten experts and the second with 62 VET practitioners at 20 colleges – were conducted in England, Germany, and Austria, with a focus on full-time VET (Further Education Colleges, Berufskollegs, and Berufsbildende Mittlere und Höhere Schulen) in the 16-19 age range. Classroom observation preceded semi-structured, 30 to 60 minute interviews with teachers. The study builds on previous research and existing frameworks such as Lipsky’s concept of ‘street-level bureaucracy’ and Flyvbjerg’s ‘critical cases’. However, it fills a gap in the literature by focusing on practitioner perceptions, motivations, professionalism, autonomy, work contexts, and own learning in relation to pedagogic innovation, whilst tracing relevant connections to educational policy, college management, and societal influences. Teachers are shown in multiple roles as inventors, designers, and implementers of innovation, facing nine categories of obstacles. Those include limited time and budgets, bureaucracy and lack of autonomy, problems with project planning and execution, and issues related to lack of support. In addition, this study provides a comparative investigation of practitioners’ interpretations of key terms (‘pedagogy’, ‘didactics’, ‘innovation’), revealing differences between England on the one hand, and Germany and Austria on the other, based on different degrees of autonomy and innovative focus. Based on such findings, the study details recommendations for college leaders and policy makers for facilitating pedagogic innovation, placing each in their respective national contexts.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-19T10:17:59Z No. of bitstreams: 1 Andrea Cianflone Zacharias de Andrade.pdf: 8773987 bytes, checksum: fba9b91e0292d5c5ee3885f2752c0cb7 (MD5) / Made available in DSpace on 2018-09-19T10:17:59Z (GMT). No. of bitstreams: 1 Andrea Cianflone Zacharias de Andrade.pdf: 8773987 bytes, checksum: fba9b91e0292d5c5ee3885f2752c0cb7 (MD5) Previous issue date: 2018-07-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study investigated the organization and management of the curriculum in the context of “fulltime” public elementary and middle school. The research theme is justified by the challenge of understanding different contexts and possibilities for “fulltime” schools. The research considered the guiding principles that are established in the official national and municipal documents, as well as the experiences of “fulltime” schools in Brazil, in a city in the state of São Paulo. This study questions how the curriculum in “fulltime” schools is being organized and managed, and presents two main questions: How is the curriculum of “fulltime” schools being organized and managed? What facets of knowledge are presented in the options available in the additional periods of “fulltime” schools”? The objective of this research focusses on identifying and analyzing the organization and management of the curriculum in the additional periods of “fulltime” schools, in order to map out and identify which facets of knowledge are offered in the activities that complement the curriculum in the regular school period. The theoretical foundations were based on the concepts of ideology and curriculum as defended by Michael Apple , curriculum as a social construction proposed by Ivor Goodson and powerful knowledge created by Michael Young. The methodology was founded on the illuminative evaluation approach described by Malcolm Parlett & David Hamilton. For this purpose, data was collected with teachers and pedagogical coordinators in two schools that have been offering “fulltime” projects in the city of São José dos Campos, as well as with the coordinator of the program of "fulltime" schools in the referred city, in order to identify how curriculum organization and management have been developed. The research results partiatlly comprove the hypotheses that were raised under three perspectives: the activities offered in the additional periods of the school are characterized by bringing a body of knowledge which is not delivered in the regular school hours; therefore, not clearly related to powerful knowledge; the school reproduces the same ideology both in its core curriculum and in the complementary activities which happen after school hours, and the activities offered in the “fulltime” program, after the school hours, are selected according to the social and cultural context of the school and its surroundings / Este estudo investigou a organização e gestão do currículo no contexto de escolas públicas de ensino fundamental em tempo integral. A justificativa do tema da pesquisa consolidou-se pelo desafio de compreender diferentes contextos e possibilidades para a escola pública de tempo integral. A pesquisa considerou as diretrizes estabelecidas em documentos oficiais em âmbito nacional e municipal, assim como o conjunto de experiências de escolas de tempo integral no Brasil e em um município. O trabalho problematizou a organização e gestão do currículo nas escolas em tempo integral, estabelecendo duas perguntas centrais: Como está sendo realizada a organização e a gestão do currículo das escolas públicas em tempo integral? Quais são as facetas de conhecimento presentes na oferta do contra-turno nas Escolas de Tempo Integral? O objetivo da pesquisa concentrou-se em identificar e analisar a organização e gestão do currículo no contra-turno em Escolas de Tempo Integral, de modo a mapear e identificar as facetas de conhecimento presentes na oferta das atividades complementares da formação oferecida no turno regular, problematizando-as. A fundamentação teórica se baseou na concepção de ideologia e currículo conforme Michael Apple, no conceito de currículo como construção social proposto por Ivor Goodson, na concepção de conhecimento poderoso defendido por Michael Young e os procedimentos de pesquisa foram fundamentados na avaliação iluminativa segundo Malcolm Parlett e David Hamilton. Para tanto, a pesquisa realizada coletou informações de professores e de orientadoras pedagógicas de duas escolas que desenvolvem propostas de tempo integral, assim como da coordenadora do programa das escolas de tempo integral do município de São José dos Campos, para identificar como a organização e gestão do currículo nas escolas em tempo integral estão sendo realizadas no referido município. Os resultados comprovaram parcialmente as hipóteses estabelecidas sob três perspectivas: as atividades programadas no contra-turno se caracterizam por trazer um conhecimento não veiculado na parte curricular (mas nem sempre claramente relacionado com o "conhecimento poderoso"); a escola reproduz a ideologia vigente no turno regular e também no contra-turno, apesar do exercício das lideranças, da satisfação dos professores com o programa, mas muito em função dos recursos e da falta de clareza da proposta para a própria comunidade; e as atividades no contra-turno são selecionadas de acordo com as condições sociais e culturais em que a escola se encontra

Made available in DSpace on 2016-04-04T18:33:09Z (GMT). No. of bitstreams: 1 Regina Carvalho Calvo de Faveri.pdf: 1952643 bytes, checksum: 337c9c02037db012f38c151c795c934d (MD5) Previous issue date: 2013-02-14 / The Full-Time Schools Project was implemented in 2006 by the state government on state educational network of S?o Paulo. This process counted on the official documents publication such as the Full-Time School Guidelines, which guided the implantation of the model in part time schools and now have extended school day hours. We believe that the full-time schools represented, since the earliest experiments in the 1950s, the desire for a quality education and a more complete training, required by contemporary society. The teachers' comprehension about this form of school organization was seen as a prevailing aspect in the process of implementing this educational model. We intended to identify and understand the teachers' perception who works in curriculum workshops and the relationships that can be established with educational policies which ruled the implementation of this model aiming to educational quality. This qualitative research, featured as a case study, started in March 2011 and was developed in two full-time public schools in Campinas, through semi-structured interviews and document analysis. The results pointed to the fact of the perceptions of these professionals, regarding to the educational quality of workshops curricular, interfere in their pedagogical activities and demonstrate oscillation between the development of a differentiated work or remediation of teaching practices in the regular school hour. / O Projeto Escola de Tempo Integral foi implementado na rede estadual de S?o Paulo, no ano de 2006, por iniciativa do governo de estado. Tal processo contou com a publica??o de documentos oficiais, como as Diretrizes da Escola de Tempo Integral, que nortearam a implanta??o do modelo em unidades que atendiam em tempo parcial e passaram a ter jornada escolar ampliada. Consideramos que a escola de tempo integral representou, desde as primeiras experi?ncias na d?cada de 1950, o desejo de uma educa??o de qualidade e uma forma??o mais completa, exigida pela sociedade contempor?nea. A compreens?o dos professores sobre esta forma de organiza??o escolar foi observada como aspecto preponderante no processo de implanta??o desse modelo educacional. Procuramos identificar e compreender as percep??es dos professores que atuam nas oficinas curriculares de escolas de tempo integral e as rela??es que podem estabelecer com as pol?ticas educacionais que regeram a implementa??o desse modelo com vistas ? qualidade educativa. A pesquisa qualitativa, caracterizada como um estudo de caso, teve in?cio em mar?o de 2011 e foi desenvolvida em duas escolas estaduais de tempo integral no munic?pio de Campinas, por meio de entrevistas semiestruturadas e an?lise de documentos. Os resultados apontaram para o fato de as percep??es desses profissionais, no que diz respeito ? qualidade educativa das oficinas curriculares, interferirem em sua atua??o pedag?gica e demonstrarem oscila??o entre o desenvolvimento de um trabalho diferenciado ou o refor?o das pr?ticas pedag?gicas do turno regular.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2019-03-19T12:32:27Z No. of bitstreams: 1 Wellynton Rodrigues da Silva.pdf: 1770131 bytes, checksum: 08cebf1c4cff70fd2199659dfae2fb75 (MD5) / Made available in DSpace on 2019-03-19T12:32:27Z (GMT). No. of bitstreams: 1 Wellynton Rodrigues da Silva.pdf: 1770131 bytes, checksum: 08cebf1c4cff70fd2199659dfae2fb75 (MD5) Previous issue date: 2019-01-30 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / São Paulo state government instituted, with the Supplementary Law n. 1.164, of January 4, 2012, the Full-time Education Program, increasing teachers’ and students’ work and study hours in 16 pilot schools in São Paulo, proposing changes in the curriculum, methodologies and forms of service and administration, as well as bringing as premise the investment in actions of continuing education in order to fulfill the needs of those teachers and schools. We propose in this investigation to identify and describe aspects of those continuing education actions offered in the schools of this program, analyzing whether they enable those teachers to the claimed self-formation, providing them autonomy to plan and manage their own formation project. It is an analytical-descriptive study of the teachers’ continuing formation actions of a Secondary Education School, which participated in the Full-time Education Program of São Paulo, situated in the capital of the State. Such school was chosen because it presented the lowest professional rotativity among the 16 schools which have initially been part of the Program in the state of São Paulo, since 2012. The qualitative research was accomplished by means of documental analysis (specific legislation and documents produced to the school by the administrative boards and by the school in its daily routine); questionnaires and interviews with 05 teachers, 02 coordinators and 01 school principal, observation of the teachers’ and school administrative staff’s work routine and environment. Theoretical support to the investigation was provided by authors, such as: Marcelo, Tardif, Marin, Candau, Hargreaves and Giovanni (for the definition of teacher continuing education, professional development and teachers’ knowledge); García Del Dujo and Rodriguez (concerning the concept of self-formation); Barroso (conceptualizing the formation centered on the school); and Viñao Frago (concerning the concept of administrators’ and teachers’ school culture). Data obtained confirmed the hypothesis that the teachers’ continuing education, assured by the Law and organized by means of Resolutions, is founded in top-down elaborated legislation, without considering the needs of the school as well as the teachers. Its principles are based on hardly effective traditional models of continuing education, whose approach prioritizes the teachers’ instrumentalization to apply and reproduce the curriculum, standardizing routines and practices. The authoritarian way the richest Brazilian state – São Paulo – determined to manage its educational system has brought consequences to all the school agents, specially to the teachers, who are the final responsible for the implementation of the changes proposed, demonstrating centralism in the decisions and concern with the curricula standardization, without taking into consideration the school culture, the teachers’ culture and their knowledge / O governo do Estado de São Paulo instituiu, com a Lei Complementar nº 1.164, de 4 de janeiro de 2012, o Programa de Ensino Integral, por meio do qual ampliou a jornada de alunos e professores em 16 escolas-piloto paulistas, propondo mudanças no currículo, nas metodologias e nas formas de atendimento e de gestão, bem como trazendo como premissa, oinvestimento em ações de formação continuada para atender às necessidades dessesprofessores e escolas. Propôs-se nesta investigação identificar e descrever aspectos dessas ações de formação continuada oferecidas nas escolas deste programa, analisando se possibilitam aos professores a proclamada autoformação, concedendo-lhes autonomia para planejar e gerir seu próprio projeto formativo. Trata-se de um estudo analítico-descritivo das ações de formação continuada dos professores de uma escola de ensino médio e seus profissionais, pertencentes ao Programa Ensino Integral paulista, situada na capital do Estado. Tal escola foi definida por apresentar a menor rotatividade profissional dentre as 16 escolas que iniciaram esse Programa no Estado de São Paulo, desde 2012. A pesquisa, de natureza qualitativa, foi realizada por meio de análise documental (legislação específica e documentos produzidos para a escola pelos órgãos administrativos e pela escola em seu dia a dia); questionários e entrevistas com 05 professores, 02 coordenadores e 01 diretora, observação do ambiente e rotina de trabalho dos professores e gestores na escola. Fornecem apoios teóricos à pesquisa autores como: Marcelo, Tardif , Marin, Candau, Hargreaves e Giovanni (para definição de formação continuada, desenvolvimento profissional dos professores e saberes docentes); García Del Dujo e Rodriguez (em relação ao conceito de autoformação); Barroso (em relação ao conceito de formação centrada na escola); e Viñao Frago (no que concerne ao conceito de cultura dos gestores e cultura dos professores). Os dados obtidos confirmaram a hipótese de que a formação continuada dos professores, assegurada em Lei e organizada por meio de Resoluções, está assentada em legislação elaborada de cima para baixo, sem considerar as necessidades da escola e dos professores. Seus princípios estão baseados em modelos tradicionais de formação continuada pouco efetivos, cuja abordagem privilegia a instrumentalização dos professores para aplicação e reprodução do currículo, padronizando rotinas e práticas. O modo autoritário como o estado mais rico do Brasil – São Paulo – resolveu gerir seu sistema de ensino tem trazido consequências para todos os agentes que trabalham nas escolas, destacando-se aqui os professores, que são os responsáveis finais pela implementação das mudanças propostas, evidenciando centralismo nas decisões e preocupação com a padronização dos currículos, sem levar em consideração as culturas das escolas, dos professores e seus saberes

Made available in DSpace on 2016-04-27T14:31:29Z (GMT). No. of bitstreams: 1 Juliana de Paula Guedes de Melo Santos.pdf: 4219434 bytes, checksum: a33a651da341a580dbf805b78d2fde91 (MD5) Previous issue date: 2014-12-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The setting of this research are the Schools Full Time , Primary Education , the Municipal Education System in the city of Mogi das Cruzes - SP , during the years 2009 to 2013. The structuring and consolidation of this school model emerged in response to broader social issues involving risk and vulnerability that are exposed schoolchildren . However , the organizational complexity of both teaching , as administrative , restructuring and consolidation required for this proposed school emphasizes problem investigated here are the challenges and prospects of the core members of the manager about his own work and curricular issues related to School Time integral . The central objective is guided to identify the perceptions of members of the core manager issues related to the prescribed curriculum and the lived curriculum , this post considering time, space , text and context. Data collection was conducted from questionnaires completed by members of the Center Manager - director , deputy director and educational coordinator - Four Schools Full Time , located in one of the districts of the city . This cut was chosen by the multiplicity of characteristics of schools that are ( number of students per school, type of building construction and date of inclusion in School Full Time Program of the municipality ) , and thus depict the differences found within each school units and justify the complexity of the work of the Center Manager of each of the schools. The results were analyzed in light of the theories of several authors and is intended to constitute up major collaborative reflection of the structure and organization of these schools elements , since the announced expansion of the program in the city of Mogi das Cruzes - SP , government city for the next year as a way to fulfill the National Education Plan / O cenário desta pesquisa são as Escolas de Tempo Integral, de Ensino Fundamental, do Sistema Municipal de Educação, da cidade de Mogi das Cruzes SP, durante os anos de 2009 a 2013. A estruturação e consolidação deste projeto de escola emergiu como resposta a questões sociais amplas que envolvem o risco e a vulnerabilidade a que estão expostas as crianças em idade escolar. Contudo, a complexidade organizacional tanto pedagógica, quanto administrativa, exigida para estruturação e consolidação desta proposta de escola enfatiza o problema aqui investigado que são os desafios e perspectivas dos membros do núcleo gestor acerca de seu próprio trabalho e das questões curriculares relativas à Escola de Tempo Integral. O objetivo central está pautado em identificar na percepção dos membros do núcleo gestor questões relacionadas ao currículo prescrito e ao currículo vivido, isto posto considerando-se tempos, espaços, texto e contexto. A coleta de dados foi realizada a partir de questionários respondidos pelos integrantes do Núcleo Gestor diretor, vice-diretor e coordenador pedagógico de Escolas de Tempo Integral, localizadas em um dos Distritos da cidade. Este recorte foi escolhido pela multiplicidade de características das escolas que o constituem (número de alunos por escola, tipo de construção predial e data de inclusão no Programa Escola de Tempo Integral do município), e que desta maneira, retratam as diferenças encontradas no interior de cada uma das unidades escolares e justificam a complexidade do trabalho do Núcleo Gestor nessas escolas. Os resultados obtidos foram analisados à luz das teorias de diversos autores e pretende-se que constituam-se importantes elementos colaborativos à reflexão da estruturação e organização das referidas escolas, visto a anunciada ampliação do Programa na cidade de Mogi das Cruzes SP, pelo governo municipal para os próximos anos, como forma de cumprimento ao Plano Nacional de Educação