Full-Time Integral Education: conceptions present in teaching practice in a municipal Elementary School

Detalhes bibliográficos
Autor(a) principal: Aparecida Campos , Joselaine
Data de Publicação: 2020
Outros Autores: de Carvalho Cruz , Gilmar
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/16336
Resumo: The objective of this work is to apprehend the conceptions regarding Full-Time Integral Education in the context of teaching practice in an Elementary School in the city of Ponta Grossa-Paraná-Brazil. The methodological referral corresponds to the case study with the qualitative analysis of the data. Eighteen teachers from the 1st and 2nd Cycles of Elementary School (1st to 5th grade) were research subjects. Data were collected in the period between May and June 2018 through a questionnaire via Google Forms. The empirical data revealed the insufficiency, lack and, at times, the non-existence of specific initial and continuing training in Full-Time Integral Education with a focus on the expansion of time and the educational spaces added to a concept of Integral Education. Keywords: Full-Time Integral Education. Teaching practice. Elementary School. Public school.
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spelling Full-Time Integral Education: conceptions present in teaching practice in a municipal Elementary SchoolEducación Integral en tiempo completo: las concepciones presentes en la práctica docente en una escuela municipal de Educación FundamentalEducação Integral em Tempo Integral: as concepções presentes na prática docente em uma escola municipal de Ensino FundamentalThe objective of this work is to apprehend the conceptions regarding Full-Time Integral Education in the context of teaching practice in an Elementary School in the city of Ponta Grossa-Paraná-Brazil. The methodological referral corresponds to the case study with the qualitative analysis of the data. Eighteen teachers from the 1st and 2nd Cycles of Elementary School (1st to 5th grade) were research subjects. Data were collected in the period between May and June 2018 through a questionnaire via Google Forms. The empirical data revealed the insufficiency, lack and, at times, the non-existence of specific initial and continuing training in Full-Time Integral Education with a focus on the expansion of time and the educational spaces added to a concept of Integral Education. Keywords: Full-Time Integral Education. Teaching practice. Elementary School. Public school.El objetivo de este trabajo es aprehender las concepciones frente la Educación Integral a Tiempo Completo (EITI) en el contexto de la práctica docente en una escuela de Educación Fundamental del Municipio de Ponta Grossa-Paraná-Brasil. La referencia metodológica corresponde al estudio de caso con el análisis cualitativo de los datos. Dieciocho docentes de 1º y 2º Ciclo de Educación Fundamental (1º a 5º año) fueron sujetos de investigación. Los datos se recopilaron en el período entre los meses de mayo y junio de 2018 por medio de un cuestionario vía Formularios de Google. Los datos empíricos revelaron la insuficiencia, la falta y, a veces, la inexistencia de capacitación inicial y continua específica en EITI con enfoque en la expansión del tiempo y en los espacios educativos agregados a un concepto de Educación Integral. Palabras clave: Educación Integral a Tiempo Completo. Práctica docente. Educación Fundamental. Escuela pública.O objetivo deste trabalho consiste em apreender as concepções frente à Educação Integral em Tempo Integral (EITI) no contexto da prática docente em uma escola de Ensino Fundamental do Município de Ponta Grossa-Paraná. O encaminhamento metodológico corresponde ao estudo de caso com a análise qualitativa dos dados. Foram sujeitos de pesquisa 18 professores do  1º e 2º Ciclos do Ensino Fundamental (1º ao 5º ano). Os dados foram coletados no período entre os meses de maio e junho de 2018 por meio de questionário via Google Forms. Os dados empíricos revelaram a insuficiência, a carência e, às vezes, a inexistência de formação inicial e continuada específica em EITI com foco na expansão do tempo e nos espaços educativos agregados a uma concepção de Educação Integral. Palavras-chave: Educação Integral em Tempo Integral. Prática docente. Ensino Fundamental. Escola pública.Universidade Estadual de Ponta Grossa2020-11-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1633610.5212/PraxEduc.v.15.16336.102Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-12Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-12Práxis Educativa; V. 15 (2020): Publicação contínua; 1-12Práxis Educativa; v. 15 (2020): Publicação contínua; 1-121809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/16336/209209213748https://revistas.uepg.br/index.php/praxiseducativa/article/view/16336/209209214292Copyright (c) 2020 Práxis Educativainfo:eu-repo/semantics/openAccessAparecida Campos , Joselaine de Carvalho Cruz , Gilmar2021-05-26T22:17:01Zoai:uepg.br:article/16336Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2021-05-26T22:17:01Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Full-Time Integral Education: conceptions present in teaching practice in a municipal Elementary School
Educación Integral en tiempo completo: las concepciones presentes en la práctica docente en una escuela municipal de Educación Fundamental
Educação Integral em Tempo Integral: as concepções presentes na prática docente em uma escola municipal de Ensino Fundamental
title Full-Time Integral Education: conceptions present in teaching practice in a municipal Elementary School
spellingShingle Full-Time Integral Education: conceptions present in teaching practice in a municipal Elementary School
Aparecida Campos , Joselaine
title_short Full-Time Integral Education: conceptions present in teaching practice in a municipal Elementary School
title_full Full-Time Integral Education: conceptions present in teaching practice in a municipal Elementary School
title_fullStr Full-Time Integral Education: conceptions present in teaching practice in a municipal Elementary School
title_full_unstemmed Full-Time Integral Education: conceptions present in teaching practice in a municipal Elementary School
title_sort Full-Time Integral Education: conceptions present in teaching practice in a municipal Elementary School
author Aparecida Campos , Joselaine
author_facet Aparecida Campos , Joselaine
de Carvalho Cruz , Gilmar
author_role author
author2 de Carvalho Cruz , Gilmar
author2_role author
dc.contributor.author.fl_str_mv Aparecida Campos , Joselaine
de Carvalho Cruz , Gilmar
description The objective of this work is to apprehend the conceptions regarding Full-Time Integral Education in the context of teaching practice in an Elementary School in the city of Ponta Grossa-Paraná-Brazil. The methodological referral corresponds to the case study with the qualitative analysis of the data. Eighteen teachers from the 1st and 2nd Cycles of Elementary School (1st to 5th grade) were research subjects. Data were collected in the period between May and June 2018 through a questionnaire via Google Forms. The empirical data revealed the insufficiency, lack and, at times, the non-existence of specific initial and continuing training in Full-Time Integral Education with a focus on the expansion of time and the educational spaces added to a concept of Integral Education. Keywords: Full-Time Integral Education. Teaching practice. Elementary School. Public school.
publishDate 2020
dc.date.none.fl_str_mv 2020-11-09
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/16336
10.5212/PraxEduc.v.15.16336.102
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/16336
identifier_str_mv 10.5212/PraxEduc.v.15.16336.102
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/16336/209209213748
https://revistas.uepg.br/index.php/praxiseducativa/article/view/16336/209209214292
dc.rights.driver.fl_str_mv Copyright (c) 2020 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Práxis Educativa
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-12
Práxis Educativa; Vol. 15 (2020): Publicação contínua; 1-12
Práxis Educativa; V. 15 (2020): Publicação contínua; 1-12
Práxis Educativa; v. 15 (2020): Publicação contínua; 1-12
1809-4309
1809-4031
reponame:Práxis Educativa (Online)
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reponame_str Práxis Educativa (Online)
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repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
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