A implementação do projeto de educação integral em uma escola estadual mineira: desafios e possibilidades

Abstract

The present dissertation is a case study and was developed within the scope of the Professional Masters 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). Its general objective is to analyze the implementation of the Integral Education Project in a state school in the center-west of Minas Gerais. The first chapter presents the historical context of full-time education throughout the last century in Brazil; between 2007 and 2017 in the state of Minas Gerais, focusing on the policy of Full-time Education - Integral Education; and in the school in question starting from 2015, when the policy of Full-time Education starts to focus on the student's education in its entirety. Based on the perception of the manager of the school unit, a discussion on the challenges in the implementation of this policy was made based on the following question: how can school management act to overcome the difficulties of implementing the Integral Education Project in this school? The second chapter presents the theoretical reference, the methodology adopted in this qualitative research and the research instruments, and finally the analysis of the data obtained with the interviews and discussions of the focus group. The theoretical framework is structured in three axes of analysis: (I) Conception of Integral Education and Full-time curricula, (II) Times and spaces in Integral Education and (III) Full-time management, in which are approach the concepts by theoretical writers who think about Full-time Education, such as Cavaliere (2002), Gonçalves (2006), Moll (2008), Coelho (1997), and others. The third chapter presents the Educational Action Plan (EAP), based on the analysis of the data collected, which presents actions that aim to subsidize the school in overcoming challenges in the implementation of the Project and provide a more complete and comprehensive training for students. The Integral Education Project analyzed brings the conception of education as a possibility for the formation of students in its dimensions social, affective, cognitive, ethical, cultural, that is, a whole formation, so that the expansion of the time in the school represents the expansion of learning opportunities, with the exploration of other educational territories, new actors, forming a learning community. It is contacted by the data of this policy has faced many challenges, such as lack of school infrastructure, funding, the need training of managers and teachers. Forming the student in its integrality requires, in this analyzed school context, reflection on the contemporary conceptions of integral education in extended terms of study and of curriculum beyond work focused on content and of the centrality of the school as the only space of formation; it demands a collective work, intensive training of manager and teachers, a differentiated curricular organization with activities endowed with pedagogical intentions, which considers the student as a biopsychosocial being, which demands a participative management model.