Ritmos curriculares: tempos e espaços de escolas de tempo integral do município de Santa Maria/RS

• Autor(a) principal: Baptistella, Estefani
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000w4p6
• Texto Completo: http://repositorio.ufsm.br/handle/1/26550
• topic: Políticas públicas; Educação Integral; Currículo em tempo integral; Tempos e espaços; Formação integral; Public policy; Full-time education; Full-time curriculum; Times and spaces; Integral training; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present work of the Master’s Course in Education of the Graduate Program in Education of the Federal University of Santa Maria (UFSM), in Line of Research 2 (LP2): Educational Public Policies, Educational Practices and their Interfaces, It presents as thematic the curricular organization of the municipal schools of Full-time of Santa Maria/RS. The objective is to analyze the curricular organization of three municipal elementary schools of Full-time of Santa Maria/RS and its articulation with the times and spaces, considering the social reality. The methodology used is a qualitative approach, the type of multiple case study, carried out in the schools locus of the study, with teachers and managers, through documentary analysis, participant observation and focus groups. Subsequently, for analysis and discussion of the data, the content analysis was developed, from the stages elaborated by Bardin (2011). As a theoretical reference, we highlight: Arroyo (2013); Chrispino (2016); Felício (2010, 2012); Gadotti (2009); Gimeno Sacristán (2000); Moll (2012) and Silva (2005). The results of the research indicate that the Full-time schools of Santa Maria/RS are still in the process of implementation and adjustments of Integral Education in its curriculum, but it is possible to affirm that they understand the importance of the resignification of times and spaces and the reorganization of the curriculum directed to the pedagogical practices of integral formation. Therefore, it is possible to evidence that the curricular reorganization, together with the times and spaces of the Full-time Education school contribute significantly to the teaching-learning process of quality.