Conceptions and actions of female teachers related to full-time education proposals

• Autor(a) principal: Castanho, Marisa Irene Siqueira
• Data de Publicação: 2018
• Outros Autores: Silva, Marjorie Cristina Rocha da, Casarin, Sonia, Dorighello, Leticia de Sousa
• Tipo de documento: Artigo
• Idioma: por; eng; spa
• Título da fonte: Ensaio (Rio de Janeiro. Online)
• Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/1204
• topic: Extended school day; Teachers training; Elementary school; Public policies; Jornada escolar ampliada; Formacion de profesores; Enseñanza fundamental; Politicas públicas; Educação; Psicologia; Psicologia Educacional; Jornada escolar ampliada; Formação de professores; Ensino Fundamental; Politicas públicas

The objective was to identify concepts and teachers’ actions related to a full-time education proposal. Responses of eleven female elementary school teachers of a municipal network were analyzed from a semi-structured interview script and demographic surveys. The content analysis with support of Iramuteq software showed: the socializing contribution of the full-time program to formal education; the difficulties of integration between teachers of both curricula; the attempts to engage parents and the lack of sense of community; the recognition of the importance of non-formal and playful activities; the student motivation and interest in recreational activities used as determinants for classroom frequency; the prevalence of a paternalistic vision. Research should be expanded and investment in teachers training should be enhanced, aiming at better understanding and performing articulated programs and planning of public policies.