Educação integral da rede Municipal de ensino de Petrópolis: sentidos atribuídos por diferentes atores

• Autor(a) principal: Mateus, Elaine Silva
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/7174
• topic: Integral education; Social representations; School practices; Educação integral; Representações sociais; Práticas escolares; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM

The master's research entitled Integral Education of the Petrópolis municipal school network: meanings attributed by the different actors presents a question discussed in the educational scope - the adoption of integral education, since there was a Municipal Educational Policy that pointed to a plurality of models of education full-time opportunities that present themselves as varied possibilities of construction of this type of education. The relevance of the present work is to provide a reflection on the understanding of its implementation based on the analysis of how the Policy was implemented in this municipality, as well as the meanings attributed to integral education by the beneficiaries involved: students and their families, in municipal schools that practice full-time integral education. The objectives were: to investigate the proposed models of integral education in the municipality of Petrópolis; describe, characterize and differentiate each of the models; to indicate possible impacts of educational cooperation on the actions of integral education carried out in this municipality and that were made in the period from 2014 to 2017; as well as to analyze the understandings and impacts of the different proposals in the pedagogical conception of the schools based on the interpretations and representations coming from the actors involved. Considering the educational field in its totality (JODELET, 2007), the methodological proposal is qualitative, based on the theoretical approach of social representations (MOSCOVICI, 2003), which are based on symbolic productions that are more adaptable to the complexity and dynamics of life and assume specific characteristics according to the context of social groups, thus allowing deeper explanations and understandings of social phenomena from listening to those involved in the process in question. The final considerations point to the lack of accountability of the public power, since they reveal a distancing between the planned Public Policy and the action developed within the schools.