Full-time school and integral education: challenges in the approach between theoretical paradigm and teaching practice

Detalhes bibliográficos
Autor(a) principal: Grimm, Euzeni Pedroso
Data de Publicação: 2021
Outros Autores: Gonçalves, Lina Maria
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Eletrônica Pesquiseduca
Texto Completo: https://periodicos.unisantos.br/pesquiseduca/article/view/963
Resumo: This paper analyzes the main advances and challenges in the municipal policy of full-time schools (FTEs) in the Tocantins state city of Palmas, implemented since 2007, aiming to find ways for the creation of tools that boost the development and improvement of the educational practice towards integral education. The research adopted a qualitative approach and documentary and field research procedures, with the application of a technique called Focal Group (FG) with professionals from two FTEs. Among the main results are the changes that the schools went through and the challenges related to the confusion between the concept of full-time schools and integral education. Challenges include infrastructure adequacy, working hours, continuing education for professionals and, especially, the construction of a curriculum suitable to the modality, which integrates the activities developed in both shifts of the day.  Keywords: Full-time School. Educational Public Policies. Citizenship. Integral Education. Integrated Curriculum.
id EDUL-1_b160d6ef626324a0b6ee8da7c5d9dad4
oai_identifier_str oai:ojs.periodicos.unisantos.br:article/963
network_acronym_str EDUL-1
network_name_str Revista Eletrônica Pesquiseduca
repository_id_str
spelling Full-time school and integral education: challenges in the approach between theoretical paradigm and teaching practice Tempo integral e educação integral: desafios na aproximação entre paradigma teórico e a prática pedagógicaEscola de Tempo IntegralFormação IntegralPolíticas Públicas EducacionaisCurrículo IntegradoEducação IntegralThis paper analyzes the main advances and challenges in the municipal policy of full-time schools (FTEs) in the Tocantins state city of Palmas, implemented since 2007, aiming to find ways for the creation of tools that boost the development and improvement of the educational practice towards integral education. The research adopted a qualitative approach and documentary and field research procedures, with the application of a technique called Focal Group (FG) with professionals from two FTEs. Among the main results are the changes that the schools went through and the challenges related to the confusion between the concept of full-time schools and integral education. Challenges include infrastructure adequacy, working hours, continuing education for professionals and, especially, the construction of a curriculum suitable to the modality, which integrates the activities developed in both shifts of the day.  Keywords: Full-time School. Educational Public Policies. Citizenship. Integral Education. Integrated Curriculum.Este trabalho analisa os principais avanços e desafios presentes na política municipal de escolas de tempo integral (ETI) no município de Palmas – TO, implantada a partir de 2007, visando apontar caminhos para a elaboração de ferramentas que impulsionem o desenvolvimento e aperfeiçoamento da prática educativa rumo à educação integral. Adota a abordagem qualitativa e procedimentos da pesquisa documental e de campo, com aplicação da técnica de Grupo Focal (GF) com profissionais de duas ETI. Como principais resultados foram evidenciadas as transformações ocorridas nas escolas e os desafios relacionados a confusões entre o conceito de escola de tempo integral e educação integral. Desafios em relação à adequação da infraestrutura, jornada de trabalho, formação contínua dos profissionais e, especialmente a construção de um currículo adequado à modalidade, que integre as atividades desenvolvidas no turno e contraturno escolar. Palavras-chave: Escola de Tempo Integral. Políticas Públicas Educacionais. Formação Integral. Currículo Integrado.EDITORA UNIVERSITÁRIA LEOPOLDIANUM - Universidade Católica de Santos2021-02-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://periodicos.unisantos.br/pesquiseduca/article/view/96310.58422/repesq.2020.e963REVISTA ELETRÔNICA PESQUISEDUCA; v. 12 n. 28 (2020): POLÍTICAS DE EDUCAÇÃO, INTERNACIONALIZAÇÃO E FORMAÇÃO DE PROFESSORES; 604-6272177-1626reponame:Revista Eletrônica Pesquiseducainstname:Universidade Católica de Santos (UNISANTOS)instacron:EDULporhttps://periodicos.unisantos.br/pesquiseduca/article/view/963/870Copyright (c) 2021 REVISTA ELETRÔNICA PESQUISEDUCAhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGrimm, Euzeni PedrosoGonçalves, Lina Maria2023-06-27T01:31:23Zoai:ojs.periodicos.unisantos.br:article/963Revistahttps://periodicos.unisantos.br/pesquiseduca/indexPRIhttps://periodicos.unisantos.br/pesquiseduca/oai||pesquiseduca@unisantos.br2177-16262177-1626opendoar:2023-06-27T01:31:23Revista Eletrônica Pesquiseduca - Universidade Católica de Santos (UNISANTOS)false
dc.title.none.fl_str_mv Full-time school and integral education: challenges in the approach between theoretical paradigm and teaching practice
Tempo integral e educação integral: desafios na aproximação entre paradigma teórico e a prática pedagógica
title Full-time school and integral education: challenges in the approach between theoretical paradigm and teaching practice
spellingShingle Full-time school and integral education: challenges in the approach between theoretical paradigm and teaching practice
Grimm, Euzeni Pedroso
Escola de Tempo Integral
Formação Integral
Políticas Públicas Educacionais
Currículo Integrado
Educação Integral
title_short Full-time school and integral education: challenges in the approach between theoretical paradigm and teaching practice
title_full Full-time school and integral education: challenges in the approach between theoretical paradigm and teaching practice
title_fullStr Full-time school and integral education: challenges in the approach between theoretical paradigm and teaching practice
title_full_unstemmed Full-time school and integral education: challenges in the approach between theoretical paradigm and teaching practice
title_sort Full-time school and integral education: challenges in the approach between theoretical paradigm and teaching practice
author Grimm, Euzeni Pedroso
author_facet Grimm, Euzeni Pedroso
Gonçalves, Lina Maria
author_role author
author2 Gonçalves, Lina Maria
author2_role author
dc.contributor.author.fl_str_mv Grimm, Euzeni Pedroso
Gonçalves, Lina Maria
dc.subject.por.fl_str_mv Escola de Tempo Integral
Formação Integral
Políticas Públicas Educacionais
Currículo Integrado
Educação Integral
topic Escola de Tempo Integral
Formação Integral
Políticas Públicas Educacionais
Currículo Integrado
Educação Integral
description This paper analyzes the main advances and challenges in the municipal policy of full-time schools (FTEs) in the Tocantins state city of Palmas, implemented since 2007, aiming to find ways for the creation of tools that boost the development and improvement of the educational practice towards integral education. The research adopted a qualitative approach and documentary and field research procedures, with the application of a technique called Focal Group (FG) with professionals from two FTEs. Among the main results are the changes that the schools went through and the challenges related to the confusion between the concept of full-time schools and integral education. Challenges include infrastructure adequacy, working hours, continuing education for professionals and, especially, the construction of a curriculum suitable to the modality, which integrates the activities developed in both shifts of the day.  Keywords: Full-time School. Educational Public Policies. Citizenship. Integral Education. Integrated Curriculum.
publishDate 2021
dc.date.none.fl_str_mv 2021-02-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unisantos.br/pesquiseduca/article/view/963
10.58422/repesq.2020.e963
url https://periodicos.unisantos.br/pesquiseduca/article/view/963
identifier_str_mv 10.58422/repesq.2020.e963
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unisantos.br/pesquiseduca/article/view/963/870
dc.rights.driver.fl_str_mv Copyright (c) 2021 REVISTA ELETRÔNICA PESQUISEDUCA
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 REVISTA ELETRÔNICA PESQUISEDUCA
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv EDITORA UNIVERSITÁRIA LEOPOLDIANUM - Universidade Católica de Santos
publisher.none.fl_str_mv EDITORA UNIVERSITÁRIA LEOPOLDIANUM - Universidade Católica de Santos
dc.source.none.fl_str_mv REVISTA ELETRÔNICA PESQUISEDUCA; v. 12 n. 28 (2020): POLÍTICAS DE EDUCAÇÃO, INTERNACIONALIZAÇÃO E FORMAÇÃO DE PROFESSORES; 604-627
2177-1626
reponame:Revista Eletrônica Pesquiseduca
instname:Universidade Católica de Santos (UNISANTOS)
instacron:EDUL
instname_str Universidade Católica de Santos (UNISANTOS)
instacron_str EDUL
institution EDUL
reponame_str Revista Eletrônica Pesquiseduca
collection Revista Eletrônica Pesquiseduca
repository.name.fl_str_mv Revista Eletrônica Pesquiseduca - Universidade Católica de Santos (UNISANTOS)
repository.mail.fl_str_mv ||pesquiseduca@unisantos.br
_version_ 1793890352833232896

Registros relacionados