O processo de implementação do programa educação integral em tempo integral numa escola da rede estadual de Minas Gerais: desafios da ampliação do tempo escolar

Abstract

The present dissertation was developed within the scope of the Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) of the Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). The management case to be studied will analyze the implementation process of the Full-Time Holistic Education program in a state school in Minas Gerais: challenges of extending school time. The analysis was structured with reference to the Antônio Atanásio State School, in the city of Carmo do Parnaíba, district of Quintinos, Minas Gerais state, and the possible challenges in this process. The justification for this study is based on the researcher’s belief in the possibilities of social transformation that this kind of education can bring to the Brazilian society, contributing in the critical analysis regarding the public policies directed to Full-Time in the schools of the country, once the educational spaces can have a great influence in the formation of the students, bringing to them a world of opportunities through new formative spaces offered by Integral Education. In view of the large number of dropouts of students in the final years of Elementary School and the concern of the management team, this work will focus on answering the question: “Why do students in the final years of junior High Years drop out of the Integral Education Project?”. The objectives defined for this study were to analyze and describe the process of effecting this public policy in our country throughout history. Also, another objective of the research is to analyze the implementation of the public policy of Integral Education at the Antônio Atanásio State School and, through it, to understand the intraschool and extracurricular factors that lead to this abandonment. Finally, to present a proposal for intervention in the search for solutions to this problem. We hypothesize that what drives students to drop out is the lack of pedagogical innovation with differentiated activities inside and outside classroom space, curricular framework with repetition of regular shift activities and the lack of a Political Pedagogical Project (PPP) whose centrality is the promotion of the student’s full development through a collective planning with teaching and student involvement, expanding the universe of participation in decision making. It was also discussed the important role of the city in the formation of the student, with the inclusion of other spaces in the formation of the student. Regarding the parents, we believe that there is a lack of clarification about the actual operation of the program and the kind of training offered by it. As a theoretical reference this study was based on the reflections of authors as Anísio Teixeira (1959), Antônio Sérgio Gonçalves (2006), Ana Maria Cavaliere (2002), Isa Maria Guará (2009), Jaqueline Moll (2012), Maria Luisa Merino de Freitas Xavier (2012), Miguel Arroyo (2012) e Valter Pegorer (2014). For the accomplishment of the research, we will use as methodology the bibliographical research and the field research, with the use of questionnaires apllied to the students who abandoned the counter shift, and interviews with the teachers who work in the school in this modality.