This project aims to analyze, describe and categorize models and experiences of the school day implemented in the public primary education of the member countries of the European Union, in order to contribute to the analysis of full-time and integral education policies in Brazil. The specific objectives of this research are: to construct analytical-conceptual frameworks that systematize models and experiences of school day in the European Union countries; to know, to describe and to systematize specific models of school day in some European Union countries; to construct an analytical framework for full-time and integral education policies. The analysis of the school day of the countries of the European Union will be based on the elements of Comparative Education, articulating some principles of socio-historical approach and socio-dynamic approach. The study presents a quantitative-qualitative approach and it will follow some phases of the classical comparative method: pre-descriptive, descriptive, interpretive, juxtaposition, comparison and prospecting. This research project, through the delimitation of the object of study with a focus on the description, analysis and categorization of the school day of the member countries of the European Union, consolidates the pre-descriptive phase. The documental analysis (descriptive phase) will be made based on the available and updated data of Eurydice Network, a network that aims to systematize and provide information on the different countries of the European Union. However, the main focus of this research is to know closely some models and experiences of the school day. Therefore, in addition to the documental and bibliographical research it will be conducted field research to deepen some models and experiences of the school day of two countries: Spain and Portugal (descriptive and interpretative phases). The categorization and the typology of the school day models found in the European Union (interpretation, juxtaposition and comparison phases) will have as an initial reference adaptations of the typology of full-time and integral education policies that I created in 2016 (PARENTE, 2016b). In this comparative education exercise, it will be possible to create new analytical, conceptual and political perspectives that may help me in the analysis of the Brazilian models and experiences (prospective phase). The present research is directly related to my academic-professional trajectory and to the researches that I developed on the subject of the time school in the last 15 years. In addition to the activities related to the research mentioned, the following actions are planned: to participate in a research group; to present papers with results of the research in academic events; to give speeches about models, experiences and researches of full-time and integral education policies in Brazil; to prepare partial and final report of the research; to prepare papers with the results of the research.
News published in Agência FAPESP Newsletter about the scholarship: