Integral teaching policies in Latin America

Abstract

The article presents the analysis of the programs of school time extension and curricular diversification implemented in several countries of Latin America, from the 1990s, and aims to the educational and social results of policies to extend school time. As research sources, the investigation used official documents circulated by the governments of Latin American states: Argentina, Chile, Mexico, Uruguay, El Salvador, Dominican Republic and Venezuela as sources of research and the existence of an ide- ological confrontation in the definition of the foundations for the restructuring of public education systems in Latin America. It was observed that, in general, the expansion of school time and the diversification of curricular practices have as their central objectives to promote the increase of the intellectual performance of students in national and inter- national examinations of learning assessment and to ensure the qualification of the youth workforce for immediate entry into the productive market.