Os desafios na formação dos professores da política de educação de tempo integral na Escola Estadual João Augusto de Carvalho no município de Simonésia/MG

Abstract

This present dissertation was developed within the Professional Masters in Management and Evaluation of Education (PPGP) at Center for Public Policies and Education Evaluation of the Federal University of Juiz de For a (CAEd/UFJF). The management case studied discusses the challenges found in the implementation of Integral Education in a State School, located in the municipality of Simonesia / MG. To preserve the name of the school, the institution searched will be called João Augusto de Carvalho State School. The interest in the case analyzed is associated with my professional performance as manager of the mentioned school. In this position, I have lived with the difficulties presented by the teachers action in an educational policy whose pedagogical practices must differ from the classes taught in regular education. In this regard, the present study is based on the following research question: what actions can be taken to enable teachers to work in the integral education classes of the João Augusto de CarvalhoState School? As a general objective, this study proposed to describe the implementation of integral education at the João Augusto de Carvalho State School, especially the difficulties resulting from the absence of teachers training of this initiative, and propose actions that can minimize the problems identified. The specific objectives were: i) describe the operationalization of the Programa de Tempo Integral at the João Augusto de Carvalho State School and the problems related to the teachers training who works in this policy; ii) analyze the impact of the absence of teachers training for the work in the full-time classes; and iii) propose a plan of actions that contemplates the teacher's formation in the own school. We utilize as methodology the case study, from a qualitative approach. Besides that, for the research, was realized documentary analysis; focus group with the teachers of the institution; and interviews with the coordinator of the integral education classes at the school and with the Educational Analyst of the Regional Education Superintendence of Manhuaçu. For the theoretical background, were used analyzes of authors such as Coelho (2009), Arroyo (2012), Cavaliere (2007), Demo (2008), Silva (2014) and others, allowing us to reflect on the different conceptions of integral education in Brazil, successful experiences, curricular construction and the necessity for an adequate teachers training to work in integral education. This study was organized in three chapters. In chapter 1, the management case is presented, taking the description of the school context, in addition, the evidence of the necessity for teachers training. In chapter 2, was presented the methodology, the research tools, and the analysis information was obtained. We conclude that the teachers of school need opportunities for continuing education. And, finally, in chapter 3, were presented proposals of intervention that allow the teachers formation.