Dificuldades na implementação da educação integral na Escola Estadual Constelação

Abstract

This dissertation was developed under the Professional Master in Management and Evaluation of Public 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 has the theme of Integral Education and aims to answer the following guiding question: what is the integral education for the Constellation State School? The hypothesis defended here is that the analyzed institution experiences problems related to the organization of this educational public policy in its implementation. The way in which the school comprehends integral education has differences in relation to what is defined by the policy, which directly impacts on its operationalization. In this sense, the general objective established for this study is to identify the factors that interfere in the operationalization of Integral Education in the Constellation State School and propose actions for the detected problems. The specific objectives of the study are: i) to describe the implementation context of the More Education Program and the Integral and Integrated Education Project at the Constellation State School; ii) analyze the challenges that hinder the achievement of the objectives of this program in the State Constellation School and, finally, iii) propose actions that contribute to the effective execution of integral education in the school under study. To carry out the analyzes, the dissertation is based on a qualitative methodology. For this, documentary research was carried out in class diaries, portfolios, information boards, as well as interviews with class teachers, workshop teachers and the pedagogical supervisor. The theoretical framework of this study is based on reflections of authors such as Arroyo (2012), which discusses how integral education contemplates the development of the subject in various dimensions of human formation; Guará (2009), which emphasizes the current challenges of integral education; Moll (2012), which proposes the educating city with educational space beyond the school; and Cavaliere (2014) that approaches the conception of integral education for the formation of subjects.