Educação integral integrada em uma escola do interior de Minas Gerais

Abstract

This dissertation is developed in the context of the Professional Master's in management and evaluation of education (PPGP) from the center of public policies and evaluation of education of the Federal University of Juiz de Fora (CAED/UFJF). The case of the studied management discusses about the Panorama of integral education in a state school in a district of Conceição do Mato Dentro, inside of the state of Minas Gerais. To that end, we studied the main ideas about the integral education present in legal bases that normatizam this program. The objectives set for this study were: (i) to understand as it comes if giving to the implementation of the full-time program in this school; (ii) analyze how the staff and manager understand and welcome the proposal of full-time education in relation to the spaces and times of the program, (iii) propose a Plan of Action Education that is configured in an instrumental of support for the administration to establish and to systematize strategies that overcome the challenges of implementation of the Project Integral Education in the school Thus, we assume as a hypothesis that the lack of training of the professionals involved in this program affects the good development of the actions and the strengthening of the relationship between the community and school may contribute to the improvement of the activities developed in full-time education. For so much, a field research was accomplished with interview as instrument for the collection of data, as well as interview. The interview was directed to the coordinator of inclusive Education, and the questionnaires will be applied to teachers. In addition, it proposes a Plan of Educational Action that you configure in an instrumental support to the management to establish and systematize strategies to overcome the challenges of implementation of the Project of Integral Education in the school. For so much, the theoretical basis will be considered to Cavaliere (2007, 2010a, 2010b); Coelho (2004, 2009); Moll (2009, 2012), Guará (2009), Arroyo (2015) and Gonçalves (2006). The analysis of the data of this research subsidized the Educational Action Plan that contains propositional actions aiming at minimizing the problems found in the schools that implement the Integral Education Program within its educational units, since the need to recognize the environment and the culture of each unit participating in the project, for the accomplishment of pedagogical and administrative proposals of Integral Education, in schools of the regional teaching of Diamantina, Minas Gerais.Thus, in order to draw an understanding of what should guide a school of Integral Education and the evolution of what is meant by “Integral Education” and its applicability in the educational context of Brazil.