Educação integral e integrada em uma escola estadual do Campo no município de Januária/MG

Abstract

The present dissertation is developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAED / UFJF). The management case studied discusses the challenges and possibilities of Integral and Integrated Education (EII) in the context of a State School Field Course, located in the Rural Area of the municipality of Januária / MG. The Antônio Fernandes Viana State School, where the study was carried out, presents very particular characteristics, since, despite being located in the rural area of the municipality, it seeks to build its identity as a school in the countryside. The interest in the case analyzed is associated with my professional work as manager of the mentioned school, fact that gave me the implantation of the programs of promotion to integral education. We assume as hypotheses that the study is justified in the need to improve the quality of the service offered to students, analyzing how they are being developed in practice, the management of time, organization and school space, in order to achieve the integral development of the student. Therefore, the guiding question of this case study is: what are the challenges and possibilities of IBD in the Antônio Fernandes Viana State School? The general objective of this study is based on analysis and proposition of actions for the potentialities and fragilities presented in the IBD in the elementary school of the Antônio Fernandes Viana School. The specific objectives defined were: i) to describe the process of implementation of IBD in a rural school, showing how the institution is organized to meet the demand for integral training; ii) analyze the challenges faced by the management team and teachers for the implementation of IBD taking into account aspects of rural education and iii) propose actions that lead the analyzed school to minimize problems in the implementation of IBD. We used the case study methodology as a qualitative approach. And as research instruments, the documentary analysis and semi-structured interviews with the actors involved in the process. In order to understand and analyze the issues present in the school organization of the IBD, I sought to dialogue with authors such as Coelho, Cavaliere, Arroyo, among others, and to contextualize the Field Education course, I used the conjectures of authors like Caldart, Molina and Freitas e Hage as theoretical contributions that allow us to reflect on the conceptions of Field Education in Brazil. This study was organized in three chapters. In chapter 1, the contextualization of the emergence of Integral Education as a policy in the Brazilian educational system is presented, considering the educational conjuncture, normative aspects, besides the process of implementation of this policy at the national, state and municipal levels. In Chapter 2, the methodology, the research tools and the analysis of the information obtained were presented. We conclude that education professionals who work in the school lack opportunities for continuing education. Finally, in chapter 3, intervention proposals were presented to enable the school analyzed to minimize problems in the implementation of IBD.