Educação integral no Estado de São Paulo: as propostas de jornada integral e jornada parcial em duas unidades da rede pública (2012-2016)

• Ano de defesa: 2018
• Autor(a) principal: Silva, Teresinha Morais da
• Orientador(a): Chiozzini, Daniel Ferraz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Educação integral; Ensino em tempo integral; Ensino em tempo parcial
• Palavras-chave em Inglês: Integral education; Full-time teaching; Part-time teaching
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/21108

The debate around the quality of public education in Brazil has led federal, state and municipal governments to invest in programs to extend the school day, such as the Programa Ensino Integral (PEI) [Integral Education Program] of the State of São Paulo, instituted by Complementary Law nº1.164, of January 4, 2012 and amended by Complementary Law nº1.191, of December 28, 2012. The research proposal was to investigate this policy of integral education, between the years of 2012 and 2016, at the Oswaldo Aranha State School, comparing it with a part-time school, Adolfo Gordo State School, which did not join any Project or Extension Program, both located in the south zone of the city of São Paulo. The research had as objective to analyze and identify how these two schools appropriated the proposals of integral education and the possibility of the development of an integral education in part time. As a research procedure, it was decided to carry out a bibliographic survey, analysis of theoretical references and official documents available, produced by the State of São Paulo's Education Department and by the teaching units such as the PEI Guidelines, Pedagogical and Management, Legislation, Management Plans and Curriculum. Considered as a starting point, the hypothesis was accepted that integral education is not restricted only to the student's time in the school, being possible to realize a proposal of integral education part-time. The results showed that, although an extended day is a differential factor, a projects methodology can be an alternative, once they are able to compose to curriculum integration in the school, assigning meaning to teaching and learning