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Previous issue date: 2009-03-20 / This study was to verify the conception of complete education that teachers who work in two inland public schools of Sao Paulo State have. Their conception is based on the fulltime conception described in the Guidelines (Diretrizes para a Escola de Tempo Integral) for those schools. Established in 2006, the project presupposes the integrating articulation of experiences and knowledge in order to overcome the fragmentation of various fields of knowledge through the reorganization of the school time. In the face of this, to rescue the history of experiences developed in Brazil favors the analysis of this new experience. With qualitative and exploratory character the research had the following methodological procedures: documentary analysis focusing on the legislation of the Guidelines for Fulltime School implementation and the documents coming after this publication; semistructured interviews conducted with two directors and two coordinator teachers involved in the set-up of this project; questionnaire answered by the teachers of two schools operating with the basic curriculum and curriculum workshops; organization of two focal groups involving twenty teachers from both schools. The data were analyzed based on the historical-critical pedagogy contextualizing the experience from the educational ideal of the movements: Anarchist and New School. In the analysis and interpretation of data it was possible to perceive both in the set-up legislation of the project and in the teachers opinions, the concept of compensatory education for the poor class of the population served. The Guidelines are based on the conceptions advocated by the movement of the New School, but the physical condition of these two schools, the available resources and the lack of training of those involved in the process make that conception impracticable. The research points to the need for discussions, continuing education for teachers, and reflections that go beyond a concern only with the daily school dynamics, and also points to a critical building of this process that provides significant experiences to students by ensuring access to systematized knowledge, that is the reason why school exist. / O presente estudo teve como foco verificar a concep??o de educa??o integral que possuem os professores que trabalham em duas escolas da rede p?blica estadual de ensino no interior de S?o Paulo, com base na concep??o de tempo integral descrito nas Diretrizes para essa escola. Implantado em 2006 o projeto pressup?e a articula??o integradora de experi?ncias e conhecimentos, a fim de superar a fragmenta??o dos diversos campos do conhecimento atrav?s do redimensionamento do tempo escolar. Diante disso, resgatar a hist?ria das experi?ncias desenvolvidas no Brasil, favorece a an?lise dessa nova experi?ncia. De car?ter qualitativa e explorat?ria, a pesquisa teve como procedimentos metodol?gicos: an?lise documental com foco na legisla??o de implanta??o e nas Diretrizes para a Escola de Tempo Integral, e os documentos advindos ap?s esta publica??o; entrevistas semi-estruturadas realizadas com dois diretores e dois professores coordenadores envolvidos com a implanta??o deste projeto; question?rio aplicado aos professores das duas escolas que atuam no curr?culo b?sico e nas oficinas curriculares; realiza??o de dois grupos focais envolvendo 20 professores das duas escolas. Os dados coletados foram analisados com base na Pedagogia hist?rico-cr?tica, contextualizando a experi?ncia a partir do ideal formativo dos movimentos: anarquista e Escola Nova. Na an?lise e interpreta??o dos dados foi poss?vel perceber, tanto na legisla??o de implanta??o do projeto quanto na manifesta??o dos professores, a concep??o de educa??o compensat?ria destinada ? camada pobre da popula??o atendida. As Diretrizes fundamentam-se em concep??es preconizadas pelo movimento escolanovista mas as condi??es f?sicas das duas escolas bem como os recursos disponibilizados e a falta de forma??o dos envolvidos inviabilizam tal concep??o. A pesquisa aponta para a necessidade de discuss?es, forma??o continuada dos professores, e reflex?es que ultrapassem a preocupa??o apenas com o fazer di?rio na din?mica escolar para uma constru??o cr?tica desse processo que proporcione aos alunos experi?ncias significativas atrav?s da garantia de acesso ao saber sistematizado, raz?o da exist?ncia da institui??o escolar.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.bibliotecadigital.puc-campinas.edu.br:tede/636 |
| Date | 20 March 2009 |
| Creators | Gomes, Maria do Carmo Rodrigues Lurial |
| Contributors | Araujo, Elizabeth Adorno de, Cruz, Maria Nazar? da, Azevedo, Heloisa Helena Oliveira de |
| Publisher | Pontif?cia Universidade Cat?lica de Campinas, Programa de P?s-Gradua??o em Educa??o, PUC-Campinas, BR, CCHSA ? Centro de Ci?ncias Humanas e Sociais Aplicadas |
| 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 PUC_CAMPINAS, instname:Pontifícia Universidade Católica de Campinas, instacron:PUC_CAMP |
| Rights | info:eu-repo/semantics/openAccess |
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