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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.
| Identifer | oai:union.ndltd.org:IBICT/oai:bdtd.ucb.br:tede/2116 |
| Date | 06 March 2017 |
| Creators | Silva, Sandra Lara da |
| Contributors | Jesus, Wellington Ferreira de |
| Publisher | Universidade Cat??lica de Bras??lia, Programa Strictu Sensu em Educa????o, UCB, Brasil, Escola de Educa????o, Tecnologia e Comunica????o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UCB, instname:Universidade Católica de Brasília, instacron:UCB |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 6168442728173332080, 500, 500, 600, 1182462564910641719, -240345818910352367 |
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