Made available in DSpace on 2016-04-04T18:33:16Z (GMT). No. of bitstreams: 1 Mariangela Leocardio Jacomini.pdf: 2340500 bytes, checksum: 1724124109097fe87edba0d50021be20 (MD5) Previous issue date: 2014-02-24 / The present quantitative and qualitative approach research aims to investigate the Full Time School Program of the State of S?o Paulo, established by Resolution SE 89 published on December 9, 2005, focusing on the identification and analysis of existing challenges in the implementation and operation of Curriculum Workshops, from the program managers point of view. The researcher studied the deployment and implementation of curriculum workshops in schools that are part of the Full Time School Program, using research methods like bibliography survey, document analysis and application of mixed questionnaire. We investigated how the process of implementing the curriculum workshops in full-time schools occurred (considering the public policies of the state of S?o Paulo), the characteristics of curriculum workshops in FTEs, the infrastructure and the teaching resources needed for its implementation and the pedagogical, structural and operational challenges to the development of the workshops. The research was developed in four of the six schools included in the Program, in counties under the jurisdiction of the Regional Board of Education of S?o Jo?o da Boa Vista, having principals, vice-principals and teaching coordinators as subjects. We concluded that the Full Time School Program was implemented in public schools without previous preparation of the schools and their staff, causing the occurrence of makeshift solutions to the emanating challenges, among which stand out the absence, insufficiency or inadequacy of physical space and lack of trained teachers to administer them, which, according to the subjects, are obstacles that interfere with the quality of the offered education. We believe that curricular workshops represent a differential to the improvement of the education standard and to the integral formation of the student. However, there must be specific continuing education to teachers who work on them, and reforms must be made in school buildings, in order to create suitable spaces for the proper development of diversified activities proposed for the workshops. / A pesquisa, de abordagem quanti-qualitativa, teve como objetivo investigar o Programa Escola de Tempo Integral do Estado de S?o Paulo institu?do pela Resolu??o SE 89 publicada em 9 de dezembro de 2005, com foco na identifica??o e an?lise dos desafios existentes na implanta??o e funcionamento das Oficinas Curriculares, ? luz da percep??o dos gestores. A pesquisadora estudou a implanta??o e implementa??o das oficinas curriculares nas escolas que fazem parte do Programa Escola de Tempo Integral, tendo como m?todos o levantamento bibliogr?fico, a an?lise documental e a aplica??o de question?rio misto. Investigamos como se deu o processo de implementa??o das oficinas curriculares nas escolas de tempo integral (considerando as pol?ticas p?blicas do estado de S?o Paulo), quais as caracter?sticas das oficinas curriculares nas ETIs, qual a infraestrutura e os recursos pedag?gicos necess?rios para a sua realiza??o e quais os desafios relacionados aos campos pedag?gico, estrutural e operacional para o desenvolvimento das oficinas. A pesquisa se desenvolveu em quatro das seis escolas inclu?das no Programa, em munic?pios jurisdicionados ? Diretoria Regional de Ensino de S?o Jo?o da Boa Vista, tendo como sujeitos diretores, vice-diretores e professores coordenadores pedag?gicos. Conclu?mos que o Programa Escola de Tempo Integral foi implantado na rede p?blica estadual sem pr?via prepara??o das escolas e de suas equipes, fazendo com que se recorresse a solu??es improvisadas para os desafios que emanaram, dentre os quais se destacaram a inexist?ncia, insufici?ncia ou inadequa??o do espa?o f?sico e a falta de professores com forma??o e perfil adequados para ministr?-las, o que, segundo os gestores, sujeitos da pesquisa, s?o obst?culos que interferem na qualidade da educa??o oferecida. Acreditamos que as oficinas curriculares representam um diferencial para a melhoria da qualidade da educa??o e para a forma??o integral do aluno. No entanto, ? necess?rio que haja forma??o continuada espec?fica aos professores que nelas atuam e que sejam feitas reformas nos pr?dios escolares, a fim de criar espa?os pr?prios para o desenvolvimento adequado das atividades diversificadas propostas para as oficinas.