Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Garcia, Maria Guillermina
 |
| Orientador(a): |
Ronca, Antonio Carlos Caruso
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
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| Departamento: |
Psicologia
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| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/16147
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Resumo: |
According to data that confirm the social inequality present in all spheres of the Brazilian society, we justify a search for a qualified public education system as one of the social transformations needed to reduce this inequality. We present the Integral Education System as a way to carry out a public policy that promotes an universalization of the education with quality and equity, not only an extension of time but also a perspective that considers the integrality of the individual in his/her several dimensions (affective, cognitive, physical and social) in the educational process. A perspective that offers a link between the areas of knowledge, expanding the learning opportunities, as well as integrating community and territory. The current research aims to analyze the Integral Education System experience in a city called São Bernardo do Campo, located in the state of São Paulo, called Programa Tempo de Escola through the school pedagogical coordinator and the NGOs program coordinators points of view. Semi- structured interviews were conducted with four professionals of two São Bernardo do Campo s Municipal schools. The interviews were analyzed through Contents Analysis in which we search the meaning and sense comprehension expressed in the individuals messages. The categories of analysis were built from the contents of the answers and interpreted according to the explanatory theories. The results demonstrate advances and challenges to overcome in the Integral Education System experience in São Bernardo do Campo. The innovative aspects of this experience showed that, despite the challenges, it is possible to carry out a public education that contemplates the individuals in their entirety and complexity. The pedagogical proposal and the extension of partnerships developed in the Programa Tempo de Escola were understood as reference to other Integral Education System policies whose main focus is the full development of children and adolescents of Brazilian public schools |
