Submitted by admin tede (tede@pucgoias.edu.br) on 2016-12-15T12:10:39Z No. of bitstreams: 1 MIRIA CLEMENTE DE FREITAS.pdf: 826595 bytes, checksum: b5655eafef86ecd6f9d06869bedb0376 (MD5) / Made available in DSpace on 2016-12-15T12:10:39Z (GMT). No. of bitstreams: 1 MIRIA CLEMENTE DE FREITAS.pdf: 826595 bytes, checksum: b5655eafef86ecd6f9d06869bedb0376 (MD5) Previous issue date: 2011-06-01 / This research has the purpose of displaying how the implementation of full- time school program has been developed in the State of Goiás as the State policy.The concept of integral education was developed based on some researchers’ articles on the subject that widen our writting and vision using some authors who bring out the concept of the composition of the individuality within the collectivity, the importance of the emancipation as an expression of active citzenship and the project of the education in itself and for itself. The experience of Anísio Teixeira with integral education of Escolas Parque in the State of Bahia was also recalled in the beginning of our research.This paper is going to show the reality of some schools visited and its condition by the time they were implemented. It also aims to present through researches the perspective of the schools especially the perspective of the teachers about the organization of this kind of teaching. This work attempts to display some of the silenced voices of teachers who have been working in full-time schools, their view and their role in the consolidation of the full-time school policy in the state of Goiás. / Nesta pesquisa procuramos evidenciar e analisar como está sendo realizada a implantação da escola de tempo integral no estado de Goiás enquanto politica de Estado. Desenvolvemos conceituações sobre a educação integral a partir de pesquisadores que produziram textos dentro desse tema, e ampliamos nosso olhar e escrita utilizando autores que falam da composição da individualiade frente a coletividade, a importancia da emancipação e ainda da enquanto forma de expressão do exercicio da cidadania a partir de projeto de educação em-si e para-si. Relembramos um pouco da experiencia de Anísio Teixeira em nossos primeiros contatos de leituras sobre educação integral, por meio das Escolas Parque na Bahia. Assentaremos a realidade de algumas escolas visitadas frente ao projeto implantado e as condições que ele foi implantado. Evidenciamos por meio da pesquisa a perspectiva das escolas, especialmente dos professores suas expectativas quanto a esse tipo de organização do ensino. Esse trabalho tenta apresentar um pouco sobre como os professores, que atuam nas escolas de tempo integral, da rede estadual de ensino, vêem a implantação do projeto e como pensam que devem ser os caminhos para consolidar a politica desse tipo de escola no Estado de Goias.

This dissertation explores the types of professional communities that are built when teachers work in initiatives that, in various forms, link them to teachers from other countries. In doing so it explores the types of knowledge that may be exchanged by the building of these communities and the value that teachers put upon these different forms of knowledge. Therefore, this study is situated in the broad theoretical context of discussions related to the building of professional communities but explores this within a specifically international context. The most significant findings that this dissertation identifies are: that the teachers involved built the professional communities that are most important to them in more exploratory ways and with more agency than is suggested by other related research, and in connection to this that those professional communities that the participants attached most significance to were consistently alternative to the immediate workplace. It was also found that whilst the teachers involved in this study problematised the possibility of directly transferring specific classroom strategies, stories about teaching were seen by all to be useful vehicles for exchanging other forms of knowledge, for enabling affirmation and for co-constructing moral purpose. These findings have potential implications for policy and practice as they indicate that structures that focus exclusively on developing communities within schools may need to be enriched by those that provide teachers with the flexibility to discover and build communities in alternative ways too. The primary data collection method used when conducting this research was interview. The participants who were interviewed came from two countries, namely England and Macedonia. This entirely qualitative approach is positioned within an interpretivist paradigm. However, it is argued that contributions to theoretical debates regarding the nature of professional communities can still be made.