Public policies and extracurricular activities: Implications on school performance
The contexts that children attend, in addition to family and school, play an important role in schooling, and it is essential to carry out research on these implications. This study investigated the differences in academic performance between participants and non-participants in structured extracurr...
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2024 |
| Country: | Brasil |
| Institution: | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| Repository: | Revista Política e gestão educacional |
| Language: | Portuguese English |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/18942 |
| Online Access: | https://periodicos.fclar.unesp.br/rpge/article/view/18942 |
| Access Level: | Open access |
| Keyword: | Extracurricular activities School performance Social protection Full-time school Non-governmental organization Actividades extracurriculares El rendimiento escolar Protección social Educación a tiempo completo Organización no gubernamental Atividades extracurriculares Desempenho escolar Proteção social Educação em tempo integral Organização não governamental |
| Summary: | The contexts that children attend, in addition to family and school, play an important role in schooling, and it is essential to carry out research on these implications. This study investigated the differences in academic performance between participants and non-participants in structured extracurricular activities, developed by a school and a Non-Governmental Organization. Seventy-eight students from a public school, 53 of whom were female, with an average age of 10.57 years (SD=0.57), participated in the research. Students who stayed at home demonstrated higher academic performance compared to those participating in activities offered by a municipal program. This indicates that government public policies have been constituted more as contexts of social protection than of learning. It is concluded that public programs for children must be developed through State policies to actually collaborate in the schooling process. |
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