Brazilian integral education policies in 21st century: Meta-analysis of scientific production published in journals (2001-2020)

Abstract

This article derives from an investigation that aimed to understand the various formative meanings arising from the integral education policies implemented by Brazil in the first two decades of the 21st century. The research was organized from a meta-analysis that covered Brazilian scientific production in journals. After a genealogical incursion into the history of the concept, presented in the first section, some predominant meanings about the notion of integral education in pedagogical modernity were mapped. Subsequently, the investigative procedures that were mobilized to carry out the meta-analysis are explained. Finally, the four investigative trends that predominated in the academic debate on integral education policies are presented, namely: a) school times and educational integrality; b) policies and management of the integral school; c) educational territories and communities; d) curricula, knowledge and pedagogical practices.