Overview

This book aims to discuss one of the possible interpretations of the history of the creation of the learning recovery space: the School After-Hours Programme. The locus of investigation is the Pedagogical Application College of the State University of Maringá (CAP/UEM/Paraná/Brazil), an educational institution that presented results above the municipal average in the Basic Education Development Index (IDEB). The time frame of the research is from 1974 to 2013. The following were selected as the documentary corpus: proceedings, decrees, resolutions, the Pedagogical Political Project (PPP) and School Regulations. In order to delve into everyday life, oral sources were used, through semi-structured interviews with former directors and former pedagogical coordinators of CAP/UEM. Based on these sources, evidence was presented on how school learning recovery spaces were introduced and which recovery models were used and modified throughout the school's history. Finally, the perception and memory of principals and pedagogical coordinators in relation to the learning recovery space: Contraturno Escolar (After-School Programme) was examined.

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