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This article is part of the evaluation of public policies and specifically evaluates the greatest public policy to expand the school day in Brazil: the More Education - SME Program. It is a mixed research, of an applied nature, with the objective of being exploratory, of a case, documentary and bibliographic procedure. It aims to recover the milestones that legitimize the right to extend the school day and evaluate the aforementioned public policy from the perspective of the students who attend the PME. As a methodological reference, we use the policy cycle of Stephen Ball and Richard Bowe to show a flexible cycle that favors a continuous evaluation and public policy effect. As a selection criterion, we consider the schools that joined the SME in 2009 and maintain it uninterruptedly in 2015 in one of the largest cities of the Serra Gaucha - Rio Grande do Sul. The sample is made up of eighty-two students from the third, fourth And fifth year of Elementary School, from two schools, which answered questionnaires with open and closed questions. The answers from the open questions were categorized by experts. Among the results obtained, SME is rooted in the school institution, the students like to participate in the SME, the students' preference is for activities involving bodily movement and the students do not appreciate the flute workshop and pedagogical and not Like when the clerk does not come to perform the activities.

revista ibero-americana de estudos em educação

Ampliação da jornada escolar: a visão dos estudantes dos anos iniciais do ensino fundamental de duas escolas da Serra Gaúcha/RS sobre o Programa Mais Educação – PME