Projeto de escolas em tempo integral: desafios de implementação em uma escola da rede estadual do Amazonas

Abstract

This study has as proposal the analysis of the implementation process of the Project of Schools in Integral Time in the Full-Time State School Danilo de Mattos Areosa, in the city of Novo Airão, Amazonas, and its possible challenges in this process. The justification for this study is based on the increasing actions directed at full-time schools in the state of Amazonas and throughout the national territory, and this study may contribute to the critical analysis of public policies focused on full-time schools in the country. To achieve this objective, the first concrete ideas and actions were presented in Brazil about an integral education, from Anísio Teixeira to the most recent ones such as the New More Education Program, going through all the advances in relation to the legal foundations that normalize these actions. As a theoretical reference, this study was based on the reflections of authors such as Ana Maria Cavaliere (2014); Miguel Arroyo (2013); Pedro Demo (2007) and Jaqueline Moll (2012). As a methodological course for the collection of data, semi-structured interviews were used with managers, pedagogues, area coordinators and teachers, addressing three axes that are: the proposals of integral education as guarantor of the social right to education; the times and spaces of a full-time school, and the roles of the main actors involved in the process. The analysis of the data reveals that the concept of integral education of the subjects of the school is aimed at the integration between the disciplines with a conception of the use of the extended time for the administration of content in class. The lack of differentiated activities was very conditioned to the lack of structure and not all teachers with a workload of 40 hours. In addition, the research evidenced the lack of planning moments focused on these activities. One element that was pointed out in a recurrent way by the subjects interviewed as a difficulty in the process of adaptation of the school community was the lack of discussion and orientation regarding the proposals of organization of the school in full time by the project proponents. After analyzing the data, an Educational Action Plan (EAP) was presented, with proposals for action focused on the study of conceptions regarding integral education, for a continuous formation in the work of projects for the planning of differentiated activities and discussions mediated by the team Manager with the effective participation of the community to a resignification, in the own school, of the proposal that governs full-time schools in the state.