Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-23T14:00:20Z No. of bitstreams: 1 SandraLaradaSilvaDissertacao2017.pdf: 2153684 bytes, checksum: 5238ed487d7cf38b1e986dcea634ceba (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-05-23T14:00:44Z (GMT) No. of bitstreams: 1 SandraLaradaSilvaDissertacao2017.pdf: 2153684 bytes, checksum: 5238ed487d7cf38b1e986dcea634ceba (MD5) / Made available in DSpace on 2017-05-23T14:00:44Z (GMT). No. of bitstreams: 1 SandraLaradaSilvaDissertacao2017.pdf: 2153684 bytes, checksum: 5238ed487d7cf38b1e986dcea634ceba (MD5) Previous issue date: 2017-03-06 / The present study is part of the line of research entitled Educational Policy, Management, and Economics of the Postgraduate Program of the Catholic University of Bras??lia ??? UCB. The theme of this research is Integral Education and the concepts pertaining to its accomplishment in teacher praxis. The relevance of the theme is apparent not only for its presence in educational debates and within the sphere of educational policies, but also for having become a State policy with the approval of the National Education Plan (2014-2024). In order to analyze and understand the theme, the following research question wasformulated: What is the understanding and conception of integral education held by the teachers of the Ceil??ndia CRE of the public school system of the Distrito Federal? The general aim was to identify these teachers??? conceptions of integral education. The study is a descriptive qualitative study. In the initial stage, a survey of the literature was carried out, followed by a selection, reading, and analysis of articles, dissertations, and theses, as well as pertinent books on the theme. For the documentary analysis, a survey was made of the educational legislation and the main materials that regulate integral education. Documents such as the Federal Constitution of 1988, the Law of Guideline and Bases for National Education of 1996, the National Education Plans (2001-2009 and 2014-2024), the District Education Plan (2015-2024), and other national and district documents, in addition to the Political Pedagogical Project of the School, within which the research was developed, were analyzed. From the propositions of authors Paulo Freire, Maurice Tardif, Vitor Paro, Ant??nio N??voa, as the theoretical framework that constitutes the literature review, a discussion is presented regarding teacher praxis and the conception of integral education, and the organizational structure of the school is put forth as the fundamental means for school transformation. The comprehension of some of the concepts and conceptions inherent to the theme, such as integral education, full-time education, and extended school day, were considered necessary. During the field research, elements inherent to the teachers??? praxis and the conceptions of integral education were identified. The analysis of the interviews revealed that these conceptions permeate and interfere with the teaching praxis in the school. Overall, one may say that in order to accomplish a pedagogical practice aiming at an integral education of learners, it is necessary to provide teachers with ongoing education promoting a reflection on teacher praxis and the conception of education which permeates it. / O presente estudo insere-se na linha de pesquisa Pol??tica, Gest??o e Economia da Educa????o do Programa de P??s-Gradua????o da Universidade Cat??lica de Bras??lia (UCB). O tema desta pesquisa ?? a Educa????o Integral e as concep????es que permeiam sua efetiva????o na pr??tica docente. O tema se faz relevante por estar presente no debate escolar e no ??mbito das pol??ticas educacionais e, tamb??m, por se tornar uma pol??tica de Estado com a aprova????o do PNE (2014-2024). No sentido da an??lise e compreens??o do tema, formulou-se o seguinte problema de pesquisa: Qual a compreens??o e a concep????o de educa????o integral dos professores da CRE de Ceil??ndia da rede p??blica do Distrito Federal? Como objetivo geral buscou-se identificar qual a concep????o de educa????o integral dos professores da escola pesquisada. A pesquisa em quest??o tratou de um estudo qualitativo descritivo. Na etapa inicial realizou-se uma pesquisa bibliogr??fica, procedendo a uma sele????o, leitura e an??lise de artigos, disserta????es e teses, bem como obras pertinentes ao tema estudado. Para a an??lise documental, buscou-se levantar na legisla????o educacional os principais materiais que regulamentam a educa????o integral, analisando-se documentos como a Constitui????o Federal de 1988, a Lei de Diretrizes e Bases da Educa????o Nacional de 1996, os Planos Nacionais de Educa????o (2001-2009 e 2014-2024), o Plano Distrital de Educa????o (2015-2024) e outros documentos nacionais e do Distrito Federal, al??m do Projeto Pol??tico Pedag??gico da escola em que se desenvolveu a pesquisa. Nas proposi????es dos autores Paulo Freire, Maurice Tardif, Vitor Paro, Ant??nio N??voa, como referencial te??rico que constitui a revis??o de literatura, foi poss??vel apresentar uma discuss??o acerca da pr??tica docente e da concep????o de educa????o integral, al??m de trazer a estrutura organizacional da escola como eixo fundamental para transforma????o da escola. Considerou-se necess??rio compreender alguns conceitos e concep????es inerentes ?? tem??tica, como a educa????o integral, a escola de tempo integral e a amplia????o da jornada escolar. Durante a pesquisa de campo, foi poss??vel identificar elementos inerentes ?? pr??tica pedag??gica e as concep????es de educa????o integral. Na an??lise das entrevistas observou-se que tais concep????es permeiam e interferem na pr??tica docente da escola pesquisada. De modo geral, pode-se afirmar que para se realizar uma pr??tica pedag??gica que vise ?? forma????o integral dos educandos, se faz necess??rio proporcionar uma forma????o continuada aos professores, na qual se desenvolva a reflex??o sobre a pr??tica docente e a concep????o de educa????o que a permeia.

Made available in DSpace on 2016-04-28T20:13:54Z (GMT). No. of bitstreams: 1 2009 - Paulo Henrique Furtado de Araujo.pdf: 2150827 bytes, checksum: 9d6b16b730f9d2ae5ec11ad8ce781cc9 (MD5) Previous issue date: 2009-05-07 / The Marxist and Marxist thought is free challenge is charged that during the twentieth century ended obliterate its analytical capacity and intervention. And, by its own constitution, requires a permanent upgrade in the capture of the determinations of the real in constant motion. Building an Ontology for Luk?cs is in an important moment of the work of redemption of Marxist thought and resumed its ability to interpret and transform the real concrete. Dialogue with the New Economic Sociology of Granovetter makes room for an analysis that unveiling the meso level of human sociability. Interpersonal social networks as a manifestation of social being raised the possibility of a type of public policy that is result of Marxist theory and Marxist as scientific and ideological construct. / O pensamento marxiano e marxista tem por desafio libertar-se das imputa??es que ao longo do s?culo XX terminaram por obliterar sua capacidade anal?tica e de interven??o. E, por sua pr?pria constitui??o, exige uma atualiza??o permanente no processo de captura das determina??es do real em constante movimento. A constru??o de uma Ontologia por Luk?cs constitui-se num momento importante do trabalho de resgate do pensamento marxiano e de retomada da sua capacidade de interpretar e transformar o real concreto. O di?logo com a Nova Sociologia Econ?mica de Granovetter abre espa?o para uma an?lise que desvele o n?vel meso da sociabilidade humana. As redes sociais interpessoais, enquanto manifesta??o do ser social colocam a possibilidade de um tipo de pol?tica p?blica que seja decorr?ncia da teoria marxiana e marxista enquanto constructo cient?fico e ideol?gico.