Escola de tempo integral e o enfrentamento da vulnerabilidade social

• Autor(a) principal: Leite, Fernanda Moreira
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/26022
• topic: Escolas - Tempo integral; Vulnerabilidade social; Psicologia histórico-cultural; Pedagogia histórico-crítica; Schools - Full time; Social vulnerability; Historical-cultural Psychology; Historical-critical Pedagogy; Escuela de tiempo completo; Vulnerabilidad social; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA

This thesis aims to analyze the role of full-time schools in confronting social vulnerability. Its specific objectives are: analyze how the Integral Education Policy was constituted; identify how the full-time school is configured in the city of João Pessoa; characterize the operation of the full-time school in the city of João Pessoa; reflect on the performance of such types of schools in the face of situations of social vulnerability; reflect on the actions related to the teaching-learning process in full-time schools; analyze which actions of the full-time school enable the students to develop. The defended thesis herein is that full-time schools contribute to minimize situations of immediate social vulnerability, but they do not guarantee access to the diversity of systematized knowledge, which is promoter of broader learning and integral development of subjects. Qualitative research was conducted in two stages: the first one was documental research on federal and municipal regulations about the constitution of the integral education policy and the configuration of the full-time school in João Pessoa; a descriptive analysis of the data was made following the temporal order of publication of the documents. As for the second stage, semi-structured online interviews were held with professionals working in municipal full-time schools; the data were submitted to thematic content analysis with systematization and coding of the data in the MAXQDA software. The results indicate that the integral education policy was constituted in Brazil in a procedural way, conditioned by each historical moment of the country. The full-time school is conceived by the legislation as a way to promote full-time education, providing more learning possibilities and minimizing social vulnerability through social protection actions. Thus, it is in this context that the full-time school in João Pessoa is constituted. The reports of the professionals reveal that the main form of confronting social vulnerability in full-time schools is the longer time spent in the school space, which protects from external vulnerability. Concurrently, the school provides institutional vulnerability by functioning without adequate conditions and without a consistent pedagogical proposal. The pedagogical aspect is situated in the confrontation of social vulnerability as it enables students to have adequate education for the labor market, as well as the discovery and development of skills in extracurricular activities. The confrontation of social vulnerability is considered to happen in a punctual and fragmented way, acting on the expressions of the social issue manifested at school, but without the possibility of overcoming social inequalities. Despite having the potential to provide access to the knowledge historically accumulated by mankind – which is fundamental to the process of human development and the overcoming of oppressive conditions –, under the current operating conditions, full-time schools do not guarantee this access and are not always promoters of development.