Seduc conducts evaluation of Full-Time Schools in the Metropolitan Region of Belém
The event "AçaÍCE Café" brings together managers, technicians, and students for analysis of results and presentation of best practices from the Full-Time Education Program
On this Thursday (18) and Friday (19), the State Department of Education (Seduc), through the Coordination of Professional and Full-Time Education (CETP), held the AçaÍCE Café, a large pedagogical meeting to evaluate the first semester of Full-Time Schools in the Metropolitan Region of Belém (RMB).
The event included the participation of managers, reference technicians from the Regional Education Directorates (DREs), directors, pedagogical vice-directors, specialists, and two student leaders from each school. In total, representatives from the 59 Full-Time Schools in the RMB participated, which are part of a universe of 161 Full-Time Schools distributed across 62 municipalities in Pará.
According to the coordinator of Full-Time Education at Seduc, Mari Elisa Almeida, the meeting is an essential moment for collective listening and evaluation.
"The goal of the meeting is to evaluate the implementation of Full-Time Education in the first semester of 2025, give voice to the students, verify successful activities, identify challenges, and collectively build improvements. The focus is on the student, their learning, their life project, their autonomy, and leadership. We want them to become leaders within the school, propose and execute improvements alongside the management team. Full-Time Education is not just more time in school, but more opportunities to learn, experiment, and develop as citizens," she emphasized.
The AçaÍCE Café used an interactive methodology inspired by the Institute of Co-responsibility for Education (ICE) Café, which favors the exchange of experiences and collective intelligence. In addition to ICE, the event was supported by the Natura and Sonho Grande Institutes.
On the first day, each group analyzed the results achieved, projected the next steps for six and twelve months, and presented best practices from their schools. These practices, presented, were collectively elected so that they can be replicated in other schools.
On the second day of the program, students presented projects developed in their schools, sharing successful experiences with the managers and pedagogical teams present.
Student leadership was one of the most highlighted points. For Vitor Lucas Lima, an 8th-grade student from Rui Barbosa School in Ananindeua, the Full-Time Education model transforms the relationship between students and teachers.
"I think the work we do together is very beautiful. The teachers help us develop the projects, and we help them. It is a collaborative and sustainable work, and this brings us closer, creates trust, and makes the school a place where we want to be."
Seduc's partner, Cássia Moreira, from the Institute of Co-responsibility for Education (ICE), highlighted the importance of the meeting.
"We, at ICE, together with the Sonho Grande Institute and the Natura Institute, support the State of Pará in implementing the School of Choice model. We want students to have clarity about their life project, enjoy school more, engage, and improve their performance. This event is a wonderful opportunity for exchange and valuing youth leadership," she emphasized.
14-year-old Maria Cláudia Marques, an 8th-grade student from Pinto Marques School, emphasized the opportunities for personal growth.
"Full-Time Education offers us many projects and lectures that add to our lives, both inside and outside of school. We learn about important topics such as prejudice and coexistence, which helps in our development as individuals," she reflected.
Pedagogical model - The state Full-Time schools maintain a daily schedule of nine hours and 45 hours weekly. The full-time schedule provides more resources for student development, aiming to form autonomous, supportive, and competent individuals, thus achieving better results in the Basic Education Development Index (Ideb). Full-time schools also ensure students receive three daily meals (lunch and two snacks).
With this expansion, Pará consolidates an education model that seeks equity and excellence, ensuring that more students have access to an educational formation that prioritizes various areas of knowledge and human development.
