A educação integral e as dinâmicas da Escola da Ponte

Abstract

Although Integral Education is not a new theme, it needs to be well understood in view of current societies. In Brazil, it has often been confused with full-time education and in Portugal it has been, above all, the target of a pedagogical rhetoric that is not very consistent with neoliberal perspectives of efficiency and results. We start from the understanding that Integral Education has been presented since antiquity, bringing concerns about the full formation of the “man”. We present as a defining objective of this research, to understand the educational conceptions in the educational dynamics of the Escola da Ponte, and to identify how Integral Education has been equated in the initial grades of Basic Education at that school. Therefore, we consider it important to achieve an understanding of the ideas of Célestin Freinet and his techniques, since when we analyze the dynamics of the Escola da Ponte, it was identified that this is considered the only model completed from the principles presented by the Modern School Movement - MEM, based on the pedagogical ideas of this important French pedagogue. We used the case study as a qualitative method that allows us to clarify the internal logic of educational systems, determine their articulations with social contexts, as well as better understand the phenomena, the organizational processes of the institution, describe and analyze the conceptions and educational dynamics of that school, from a socio-historical perspective. In order to have a substantiated and precise basis, we conducted a literature review on the topic of Integral Education, focusing on its defining concept, requiring a careful selection of classical and contemporary authors. The documental analysis counted as sources of information: Educational Project Fazer a Ponte; Autonomy Contract; Internal Regulation; Map of Devices; and School Newspapers. We used interviews as a tool to collect data from the actors involved in the construction, development and consolidation of the educational project of the Escola da Ponte. The final work revealed itself as a manifestation of diverse looks that intersect to represent a singular and multifaceted image, considering that Integral Education is an educational concept that can be influenced by the interpretation of principles and values and the needs of their times and spaces.