A presente tese teve por objetivo investigar e desenvolver formas alternativas de abordagem dos conteúdos matemáticos de Cálculo I, através de sua integração com conteúdos da disciplina de Física I, com vistas à aprendizagem significativa em física básica universitária. A investigação foi de caráter qualitativo, descritivo e interpretativo, fundamentada em estudos etnográficos. Para tanto, as intervenções da pesquisa ocorreram em turmas de Física Geral I A, disciplina ofertada para os discentes de Física da Universidade Federal do Rio Grande do Sul – UFRGS. Na primeira fase de pesquisa, de caráter exploratório, concluiu-se que os conceitos matemáticos centrais do Cálculo I – derivadas e integrais – ora são contornados enquanto desenvolvido o conteúdo da Mecânica, ora são apresentados antecipadamente, com linguagem e notações distintas daquelas veiculadas no Cálculo I. A significação de tais conceitos, porém, não é estritamente necessária à resolução das situações-problemas propostas na disciplina. Na segunda fase de pesquisa, houve o desenvolvimento de material instrucional do Cálculo I para a disciplina de Física Geral I A. O referido material foi embasado na integração entre aquelas áreas, sendo distribuído nos seguintes módulos: vetores e trigonometria, noções de Cálculo Diferencial, e noções de Cálculo Integral. Constatou-se que o significado lógico do material dependia fortemente do modo com que era introduzido aos discentes: se trabalhado articuladamente ao longo do desenvolvimento do campo conceitual da Mecânica, e não de forma compartimentalizada, é que seria bem sucedido. Ainda na segunda etapa, vislumbrou-se a necessidade de criar estratégias de ensino que favorecessem a troca de significados entre os sujeitos participantes da pesquisa. Já na terceira etapa realizou-se, finalmente, a investigação da aprendizagem assentada na proposta integrada de ensino, a partir da visão de um professor de Cálculo. Sendo assim, no decorrer das atividades colaborativas, foi percebida a correlacionabilidade entre os conteúdos do Cálculo e os da Física. As atividades individuais, por sua vez, demonstraram que muitos discentes careciam de subsunçores básicos necessários à aprendizagem significativa em Mecânica e, dentre os que possuíam os subsunçores, poucos externalizavam a correlação entre Cálculo e Física. Tal fato demonstra a existência de uma estrutura cognitiva compartimentada mesmo se tratando de conhecimentos correlacionados. Discutem-se, pois, as implicações deste estudo para o ensino do Cálculo direcionado aos discentes da Física. / This thesis aims to investigate and develop alternative ways of addressing the mathematical content of Calculus I, through its integration with content of Physics I, with a view to meaningful learning basic physics university. The research was qualitative, descriptive and interpretive, based on ethnographic studies. Therefore, the interventions occurred in the research groups of General Physics IA, discipline offered to the students of Physics, Federal University of Rio Grande do Sul - UFRGS. In the first phase of research, exploratory, it was concluded that the central mathematical concepts of Calculus I - derivatives and integrals - why are contoured as content developed of mechanics, are now presented in advance, with language and notation different from those conveyed in Calculation I. The significance of these concepts, however, is not strictly necessary to the resolution of problem situations in the proposed discipline. In the second phase of research was the development of instructional material from Calculus I for the introductory physics course I A. Such material was based on the integration between these areas, being distributed in the following modules: vectors and trigonometry, notions of differential calculus, integral calculus and basic. It was found that the logical meaning of the material relied heavily on the manner in which it was introduced to the students: it worked articulately throughout the development of the conceptual field of mechanics, not so compartmentalized, that would be successful. Still in the second stage, saw the need to create teaching strategies that would promote the exchange of meanings between subjects participating in the research. In the third step was conducted, finally, the investigation of learning grounded in the proposed integrated education, from the perspective of a teacher of Calculus. Thus, in the course of collaborative activities were perceived correlations between the contents of Calculus and Physics. Individual activities, in turn, demonstrated that many students lacked basic subsumers necessary for meaningful learning in mechanics and, among those who had the subsumers, few perceived correlations between calculation and Physics. This fact demonstrates the existence of a cognitive structure compartmentalized knowledge despite being correlated. We discuss therefore the implications of this study for teaching Calculus directed to students of physics.

This study investigated the implementation of computer-assisted education in the outcomes-based education system at Sterling Primary School in East London. A literature study was done on constructivism on which outcomes based education is based. The literature review also focused on computer-integrated education. The integration of computer-assisted education at Sterling Primary School was appraised with the help of the Evolutionary Model developed by Miller (1997). It was observed that the educators and learners at this school were trying to integrate computers into their teaching and learning process. Although this study focussed on the Intermediate Phase, it could provide a basis for further study in the field of computer-assisted education in Senior, and Further Education and Training Phases throughout the Republic of South Africa. / Dissertation (MEd (Computer-Assisted Education))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

This study focuses on providing a better understanding of the methods and approaches in the learning of reading development that favors multilingual pupils in the integrated teaching. The study is aimed more specifically on finding out how teachers work to develop reading comprehension among pupils with a mother tongue other than Swedish. Finally the study seeks to answers what teachers think the difficulties are for these pupils in their's reading development. To answer the questions, qualitative interviews were conducted with six teachers. The results of the interviews turn out to support the previous research and theory described in the essay. The interviews also show that native language teachers and Swedish as second language teachers have a great significance for reading comprehension among multilingual pupils. However, these teachers can’t be fully utilized due to limited resources. / Studiens fokuserar på att ge ökad förståelse för metoder och arbetssätt i undervisningen gällande läsutveckling som gynnar flerspråkiga elever i den integrerade undervisningen. Studien riktar sig mer specifikt åt att ta reda på hur lärare arbetar med att utveckla läsförståelsen hos elever med annat modersmål än svenska. Vidare söker studien svar på vad lärare anser att dessa elever har svårigheter med i sin läsutveckling. För att besvara studiens frågeställningar genomfördes kvalitativa intervjuer med sex pedagoger. Resultaten av intervjuerna visar sig ha mycket gemensamt med tidigare forskning. Av intervjuerna framgår också att modersmålslärare och svenska som andraspråkslärare har stor betydelse för läsförståelsen hos flerspråkiga elever. Samtidigt upplever pedagogerna att dessa lärare inte kan utnyttjas fullt ut på grund av begränsade resurser.

Education policy is one of the important goals of any country, as it affects the lives and employment of its people. Compulsory education in the Czech Republic is defined by the Framework Educational Programme for Basic Education (FEP BE), with science education set out in educational area called Man and Nature. Although this is divided into individual educational fields, its framework concept allows the content of the fields to be integrated according to school programme. However, science has been taught separately in most basic schools for several decades, and any integration efforts are burdened by a lack of examples of good practice. The aim of this paper is therefore to perform comparative analysis of the educational area Man and Nature of the Czech FEP BE and integrated science curricula of selected European countries at the level of lower secondary education (ISCED 2). The analysis identifies topics that are included in foreign curricula but not in Czech curriculum and can thus be an inspiration (in the sense of policy learning), what integrative topics to include in the science education at basic schools. The theoretical part of the thesis describes the integration of natural sciences, both from a historical and curriculum development perspective. Theoretical models describing different...

Submitted by Mario Mesquita (mbarroso@fiocruz.br) on 2014-11-18T17:10:58Z No. of bitstreams: 1 Luiz_Baldacci_EPSJV_Mestrado_2010.pdf: 594921 bytes, checksum: 2f4a1d331bbed1aff4efe53659a51d3a (MD5) / Approved for entry into archive by Mario Mesquita (mbarroso@fiocruz.br) on 2014-11-18T17:31:15Z (GMT) No. of bitstreams: 1 Luiz_Baldacci_EPSJV_Mestrado_2010.pdf: 594921 bytes, checksum: 2f4a1d331bbed1aff4efe53659a51d3a (MD5) / Made available in DSpace on 2014-11-18T17:31:15Z (GMT). No. of bitstreams: 1 Luiz_Baldacci_EPSJV_Mestrado_2010.pdf: 594921 bytes, checksum: 2f4a1d331bbed1aff4efe53659a51d3a (MD5) Previous issue date: 2010 / Fundação Oswaldo Cruz. Escola Politécnica de Saúde Joaquim Venâncio. Coordenação Geral do Ensino Técnico de Nível Médio em Saúde / Este estudo tem por objetivo analisar a política existente para o ensino integrado entre a educação profissional e o ensino médio na modalidade da educação de jovens e adultos (PROEJA), visando avaliar se esta política favorece a formação omnilateral das classes populares. Inserida no campo das metodologias qualitativas, busca incorporar a questão do significado e da intencionalidade constitutivos dos atos, das relações e das estruturas sociais. Trabalha-se, portanto, o caráter de antagonismo, de conflito, de colaboração; de imbricamento entre conhecimento e interesse, entre condições históricas e avanço das ciências. Busca-se aprofundar a dimensão do social e as dificuldades de construção do conhecimento, sobretudo quando reconhecemos a complexidade da pesquisa no campo educacional. Metodologicamente, realizamos pesquisa bibliográfica sobre a educação de jovens e adultos; análise do documento originário da política de PROEJA; entrevistas semi-estruturadas, com o fito de apreender as intencionalidades dos atores envolvidos na formulação da referida política. O desafio se constituiu em saturar o material analisado de historicidade, delinear as categorias de análise, compreendendo-as como conceitos significantes que elucidam os aspectos relevantes das relações dos homens entre si e com a natureza. Compreendemos que o PROEJA avança no que tange às políticas públicas em educação, à medida em que, não somente destina-se à qualificação para o mercado de trabalho, mas sobretudo, compromete-se com a universalização da educação básica articulada à educação profissional e tecnológica destinada aos trabalhadores/educandos, a fim de lhes possibilitar uma formação política onde possam tornar-se dirigentes – na concepção gramsciana do termo. / This purpose of this study was to examine the existing policy for integrated teaching that encompasses professional and high school education in the modality of education for youth and adults (PROEJA) aiming to assess whether or not it favors the graduation omnilateral of the popular classes. Inserted in the field of qualitative methodologies, it seeks to incorporate the issue of meaning and intentionality that constitutes the acts, the relationships and the social structures. Work was done, therefore, on the aspects of antagonism, conflict, collaboration, of the overlapping of knowledge and interest, between historical conditions and the advancement of the sciences. An attempt was made to deepen the social dimension and the difficulties involved in building knowledge, particularly when acknowledging the complexity of undertaking research in the field of education. Methodologically, we reviewed the literature on the education of youth and adults; we analyzed the document that gave rise to the PROEJA policy; and we undertook semi-structured interviews seeking to understand the intentions of the players involved in formulating the mentioned policy. The challenge consisted in saturating the material that was analyzed with historicity, in outlining the categories of analysis, understanding them as significant concepts that illustrate the relevant aspects of the relations among human beings and among humans and nature. We understand that the PROEJA policy represents progress insofar as public policies in education are concerned, as it is not only intended to provide qualifications for the work market, but, above all, it is committed to universalizing basic education in coordination with professional and technological education aimed at the workers/students in order to provide them with a political education based on which they can become leaders - in the Gramscian conception of the term.

Made available in DSpace on 2014-06-11T19:33:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-18Bitstream added on 2014-06-13T19:44:19Z : No. of bitstreams: 1 maschio_mtf_dr_mar.pdf: 1449750 bytes, checksum: 15c476043b7aa85fa92ec21cbd000917 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Elevar a escolaridade e oferecer formação profissional ao trabalhador jovem e adulto constituem-se na tarefa de buscar dois direitos fundamentais, a educação e o trabalho. Essa ideia foi materializada pelo Programa Nacional de Integração da Educação Profissional com a Educação Básica, na modalidade Educação de Jovens e Adultos, o Proeja, instituído em 2006. Este trabalho busca analisar o Proeja sob o ponto de vista daqueles que participam de sua implantação na rede federal de Educação Profissional, Científica e Tecnológica (EPCT). Foram utilizadas pesquisas documentais, entrevistas, questionário e grupo focal. Para entender a concepção, foram analisados documentos legais e o Documento Base do Proeja. A fim de verificar aspectos vinculados à implantação do Proeja, optou-se pelo diálogo com ofertantes, ou seja, instituições, representadas pelos coordenadores, docentes e alunos, principalmente aqueles para quem o curso foi inicialmente pensado, o futuro aluno, trabalhador jovem e adulto. Pressupondo que a consolidação desse projeto educacional tem como fundamento a integração entre trabalho, ciência, técnica, tecnologia, humanismo e cultura geral, e que esses elementos são essenciais para o efetivo exercício da cidadania, de acordo com o Documento Base do Proeja, é possível afirmar que, apesar de os resultados dos projetos educacionais só possam ser percebidos a longo prazo, o fundamento ainda não foi materializado. Identificaram-se, na visão dos participantes, concepções fortemente marcadas pela ótica do capital, assim como a incorporação de conceitos ideológicos vinculados ao mundo produtivo. Alunos e futuros alunos também vinculam a necessidade de estudar à visão exclusiva da garantia de emprego. Trazem enraizado o pensamento da necessidade de formação de um contingente de reserva de „mão-de-obra‟, como também a aceitação... / Improving schooling and offering professional training to young and adult workers mean seeking two fundamental rights, education and work. This idea was materialized by the National Program for Integration of Professional Education with Basic Education, in the Modality of Education of Young People and Adults Proeja, established in 2006. This paper analyzes the Proeja from the point of view of those who participate in its implementation in the federal network Vocational, Scientific and Technological Education (EPCT). We used documentary research, interviews, questionnaires and focus groups. With the objective to understand the design, we analyzed legal documents and the Proeja Base Document. In order to check aspects related to the implementation of Proeja, we decided to talk to the providers, namely the institutions, represented by coordinators, teachers and students, especially those to whom the course was initially conceived, future students and young adult workers. Assuming that the consolidation of this educational project is based on the integration between work, science, technique, technology, humanism and general culture, and that these are essential elements for the effective exercise of citizenship (BRAZIL, 2007), it is possible to say that, in spite of the fact that the results of educational projects can only be perceived in the long term, the idea has not yet been materialized. The view of the participants revealed ideas strongly influenced by the capital perspective, as well as the incorporation of ideological concepts linked to the productive world. Students and future students also relate the need to study to the only view of job security. The students believe in the need to form a reserve contingent of 'manpower' and also that responsibility and personal effort determine the working conditions and ensure professional success. There is a propagation of ideas widely accepted... (Complete abstract click electronic access below)

Orientador: Paschoal Quaglio / Banca: Hélia Sônia Raphael / Banca: Maria Silvia Simões Bueno / Banca: Wilson Sandano / Banca: João Augusto Gentilini / Resumo: Elevar a escolaridade e oferecer formação profissional ao trabalhador jovem e adulto constituem-se na tarefa de buscar dois direitos fundamentais, a educação e o trabalho. Essa ideia foi materializada pelo Programa Nacional de Integração da Educação Profissional com a Educação Básica, na modalidade Educação de Jovens e Adultos, o Proeja, instituído em 2006. Este trabalho busca analisar o Proeja sob o ponto de vista daqueles que participam de sua implantação na rede federal de Educação Profissional, Científica e Tecnológica (EPCT). Foram utilizadas pesquisas documentais, entrevistas, questionário e grupo focal. Para entender a concepção, foram analisados documentos legais e o Documento Base do Proeja. A fim de verificar aspectos vinculados à implantação do Proeja, optou-se pelo diálogo com ofertantes, ou seja, instituições, representadas pelos coordenadores, docentes e alunos, principalmente aqueles para quem o curso foi inicialmente pensado, o futuro aluno, trabalhador jovem e adulto. Pressupondo que a consolidação desse projeto educacional tem como fundamento a integração entre trabalho, ciência, técnica, tecnologia, humanismo e cultura geral, e que esses elementos são essenciais para o efetivo exercício da cidadania, de acordo com o Documento Base do Proeja, é possível afirmar que, apesar de os resultados dos projetos educacionais só possam ser percebidos a longo prazo, o fundamento ainda não foi materializado. Identificaram-se, na visão dos participantes, concepções fortemente marcadas pela ótica do capital, assim como a incorporação de conceitos ideológicos vinculados ao mundo produtivo. Alunos e futuros alunos também vinculam a necessidade de estudar à visão exclusiva da garantia de emprego. Trazem enraizado o pensamento da necessidade de formação de um contingente de reserva de „mão-de-obra‟, como também a aceitação... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Improving schooling and offering professional training to young and adult workers mean seeking two fundamental rights, education and work. This idea was materialized by the National Program for Integration of Professional Education with Basic Education, in the Modality of Education of Young People and Adults Proeja, established in 2006. This paper analyzes the Proeja from the point of view of those who participate in its implementation in the federal network Vocational, Scientific and Technological Education (EPCT). We used documentary research, interviews, questionnaires and focus groups. With the objective to understand the design, we analyzed legal documents and the Proeja Base Document. In order to check aspects related to the implementation of Proeja, we decided to talk to the providers, namely the institutions, represented by coordinators, teachers and students, especially those to whom the course was initially conceived, future students and young adult workers. Assuming that the consolidation of this educational project is based on the integration between work, science, technique, technology, humanism and general culture, and that these are essential elements for the effective exercise of citizenship (BRAZIL, 2007), it is possible to say that, in spite of the fact that the results of educational projects can only be perceived in the long term, the idea has not yet been materialized. The view of the participants revealed ideas strongly influenced by the capital perspective, as well as the incorporation of ideological concepts linked to the productive world. Students and future students also relate the need to study to the only view of job security. The students believe in the need to form a reserve contingent of 'manpower' and also that responsibility and personal effort determine the working conditions and ensure professional success. There is a propagation of ideas widely accepted... (Complete abstract click electronic access below) / Doutor

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-04-26T17:53:47Z No. of bitstreams: 1 TeseVEMD.pdf: 1513547 bytes, checksum: 25f93268dc1964bf3e62ab0f2e14d428 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-05-02T13:27:43Z (GMT) No. of bitstreams: 1 TeseVEMD.pdf: 1513547 bytes, checksum: 25f93268dc1964bf3e62ab0f2e14d428 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-05-02T13:27:49Z (GMT) No. of bitstreams: 1 TeseVEMD.pdf: 1513547 bytes, checksum: 25f93268dc1964bf3e62ab0f2e14d428 (MD5) / Made available in DSpace on 2017-05-02T13:31:31Z (GMT). No. of bitstreams: 1 TeseVEMD.pdf: 1513547 bytes, checksum: 25f93268dc1964bf3e62ab0f2e14d428 (MD5) Previous issue date: 2015-05-22 / Não recebi financiamento / The objective of this thesis is to analyze the Integrated Education, generic name of Professional and Technical Education in middle level combined with a secondary school in integrated mode, under the Law of Directives and Bases of National Education (LDB 9.394/1996) updated through Decree 5.154/2004. We sought to understand what is the integrated education: definition, characteristics, social and political purposes, theoretical-methodological referential and pedagogic-didactic fundamentals. The methodological proceedings was marked: on one hand, by theoretical analysis of the education and of the socialist pedagogy in the thought of Karl Marx, Vladimir Lenin, Nadezhda Krupskaya, Anatoli Lunacharsky and Antonio Gramsci, specifically on the concepts of technology education, polytechnic education and unitary school. On the other by a theoretical and documentary analysis of the legislation, other official documents and literature on the national education and the recent reforms of education, secondary school and integrated education. The study concluded that in the meanders of the integrated education this underlying a broader process of expanding the spirit of professionalization to practically all the Brazilian education system, especially for secondary school. The reform of secondary school, it happened in parallel and conditioned a professionalizing reform. / A tese tem por objetivo analisar a Educação Integrada, denominação genérica de Educação Profissional Técnica de Nível Médio articulada com o Ensino Médio na modalidade Integrada, conforme a Lei de Diretrizes e Bases da Educação Nacional no 9.394/1996, atualizada pelo Decreto no 5.154/2004. Procurou-se compreender o que é a educação integrada: definição, características, finalidades sociais e políticas, referencial teórico-metodológico e fundamentos pedagógico-didáticos. O procedimento metodológico pautou-se: de um lado, por uma análise teórica da educação e da pedagogia socialista no pensamento de Karl Marx, Vladimir Lênin, Nadejda Krupskaya, Anatoli Lunatcharski e Antonio Gramsci, especificamente sobre os conceitos de educação tecnológica, ensino politécnico e escola unitária; de outro, por uma análise teórico-documental da legislação, demais documentos oficiais e pela literatura referente à educação nacional e às reformas recentes da educação profissional, do ensino médio e da educação integrada. O estudo concluiu que nos meandros da educação integrada está subjacente um processo mais amplo de expansão do espírito da profissionalização para praticamente todo o sistema educativo brasileiro, especialmente para o ensino médio. A reforma do ensino médio, ocorreu paralelamente e condicionada pela reforma profissionalizante.

This paper focuses on the possibilities of religious-pedagogy developing moral actions of the mentally handicapped mainly through the Ten Commandments. The theoretical part defines the basic terminology, divisions and specifications of special pedagogy, psychopedia, didactics of mental retardation, religious pedagogy, didactics of ethic education and Christian moral. The practical part deals with methodical procedures of religious education compiled into a didactic project, specifically didactic applications. The basics origin from the Ten Commandments as characterized in KKC. With regards to development psychology, didactics of mental retardation and the evaluation of the didactic project, the most suitable possibilities of religious-pedagogy developing moral actions seems to be the religious pedagogy of integrated education of Franz Kett and Esther Kaufmann.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-06-26T13:04:59Z No. of bitstreams: 1 vanderleifernandesfilho.pdf: 1501140 bytes, checksum: ce1bcc5b49a24721d7904f476e9699d3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-06-26T14:20:37Z (GMT) No. of bitstreams: 1 vanderleifernandesfilho.pdf: 1501140 bytes, checksum: ce1bcc5b49a24721d7904f476e9699d3 (MD5) / Made available in DSpace on 2018-06-26T14:20:37Z (GMT). No. of bitstreams: 1 vanderleifernandesfilho.pdf: 1501140 bytes, checksum: ce1bcc5b49a24721d7904f476e9699d3 (MD5) Previous issue date: 2017-11-27 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional do Programa de Pós-Graduação em Gestão e Avaliação da Educação Pública (PPGP), do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão a ser estudado discutiu as dificuldades na implementação do Projeto de Educação Integral, em uma escola na cidade de Ribeirão das Neves/MG. Diante disso, a pergunta norteadora desse estudo de caso é: “quais os desafios para implementação do Projeto de Educação Integral na Escola Estadual Pedro Bandeira?”. A hipótese, ora defendida, é a de que as dificuldades de implementação do Projeto de Educação Integral vivenciadas pela Escola Estadual Pedro Bandeira estão relacionadas a problemas na organização do Projeto e em sua implementação, mais especificamente no repasse de recursos financeiros, por parte do Governo Federal. Além disso, as dificuldades também estão relacionadas à ausência de um planejamento da gestão da escola, que seja capaz de lidar com essas dificuldades, como a ausência de um supervisor pedagógico exclusivo para as turmas de Educação Integral e a falta de capacitação dos docentes para ministrar as oficinas previstas pelo projeto. Na tentativa de responder a essa questão, o objetivo geral desse estudo está pautado na descrição, análise e proposição de ações para os problemas apresentados na implementação do Projeto de Educação Integral na Escola Estadual Pedro Bandeira. Já os objetivos específicos definidos foram: i) descrever o Projeto de Educação Integral na Escola Estadual Pedro Bandeira; ii) analisar os problemas que vem dificultando a implementação das ações do projeto de Educação Integral nesta escola e, iii) propor ações que levem a escola analisada a minimizar os problemas na implementação do Projeto de Educação Integral. Para tanto, utilizamos, como metodologia, a pesquisa qualitativa, e como instrumentos a entrevista com os atores envolvidos com a iniciativa. A análise contou com o embasamento teórico de autores como: Moll (2012), que analisa o direito a outros tempos e espaços educativos; Luck (2009; 2010), com reflexões sobre os desafios da liderança nas escolas; Ball (2001), com análises sobre políticas públicas; e Mainardes (2006) e Cóssio (2010), com a abordagem dos ciclos de Políticas. Ainda, Silva (2013), que aborda o papel da Educação Integral; Felix (2012), Pimenta (1991), Rangel e Ferreira (2008) e Muribeca (2002), autores que abordam a formação profissional; Draibe (2001), com reflexões sobre a capacitação; e Vieira (2002), refletindo sobre o trabalho com as oficinas. A análise desse estudo de caso nos permitiu a elaboração de um Plano de Ação Educacional (PAE) que busca minimizar os problemas encontrados na implementação do Projeto de Educação Integral na Escola Estadual Pedro Bandeira. / This dissertation was developed under the Professional Master's Program of the Graduate Program in Management and Evaluation of Public Education (PPGP), the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The management case to be studied discussed the difficulties in implementing the Integral Education Project, in a school in the city of Ribeirão das Neves / MG. Faced with this, the guiding question of this case study is: "What are the challenges for the implementation of the Integral Education Project at the Pedro Bandeira State School?". The hypothesis defended here is that the difficulties of implementing the Integral Education Project experienced by the Pedro Bandeira State School are related to problems in the organization of the Project and its implementation, more specifically in the transfer of financial resources, by the Government Federal. In addition, the difficulties are also related to the lack of school management planning that is capable of dealing with these difficulties, such as the absence of an exclusive pedagogical supervisor for Integral Education classes and the lack of capacity of teachers to minister the workshops planned by the project. In an attempt to answer this question, the general objective of this study is based on the description, analysis and proposition of actions for the problems presented in the implementation of the Integral Education Project at the Pedro Bandeira State School. The specific objectives defined were: i) to describe the Integral Education Project at the Pedro Bandeira State School; ii) analyze the problems that are making it difficult to implement the actions of the Integral Education project in this school; and iii) propose actions that lead the school analyzed to minimize the problems in the implementation of the Integral Education Project. For that, we used, as methodology, the qualitative research, and as instruments the interview with the actors involved with the initiative. The analysis relied on the theoretical basis of authors such as: Moll (2012), which analyzes the right to other times and educational spaces; Luck (2009; 2010), reflecting on the challenges of leadership in schools; Ball (2001), with analyzes on public policies; and Mainardes (2006) and Cósio (2010), with the approach of the cycles of Policies. Still, Silva (2013), which addresses the role of Integral Education; Felix (2012), Pimenta (1991), Rangel and Ferreira (2008) and Muribeca (2002), authors who approach vocational training; Draibe (2001), with reflections on training; and Vieira (2002), reflecting on the work with the workshops. We found that the analysis of this study allowed us to elaborate an Educational Action Plan that seeks to minimize the problems encountered in the implementation of the Integral Education Project at the Pedro Bandeira State School.