Formação Continuada em Uma Escola de Educação Integral em Tempo Integral: engajamento e empreendimento conjunto

• Autor(a) principal: Capobiango, Silvana
• Data de Publicação: 2023
• Outros Autores: Leite, Vania Finholdt Angelo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da FAEEBA (Online)
• Texto Completo: https://www.revistas.uneb.br/index.php/faeeba/article/view/15754
• topic: teacher education; integral education; full-time; Community of Practice.; formación de profesoras; educación integral; tiempo integral; comunidad de práctica.; formação de professoras; educação integral; tempo integral; Comunidade de Prática.

This study investigated the continuing education at a Full-Time Integral Education school in Niterói, Rio de Janeiro, Brazil. It is a qualitative research that was based on the studies of Teixeira (1962), Ribeiro (2018), Cavaliere (2007, 2010), Coelho (2002, 2009), about full-time integral education, and Lave and Wenger (1991), about Community of Practice. It was concluded that the continuing education developed in the school approaches the characteristics of a Community of Practice, because the commitment in the construction and execution of the Annual Instituting Projects chosen democratically by all involved was noticed. The educators were not bound by the determinations of the Common Core State Standards (BNCC), but, on the contrary, the studies and projects provided the expansion of the cultural, aesthetic, musical and knowledge repertoire of students and teachers. Therefore, the school values the integral development of all and proposes activities that develop the cognitive, aesthetic, bodily, affective aspects, distancing itself from an educational proposal that focuses only on the contents of the BNCC.