A escola de tempo integral nas trajetórias juvenis: uma avaliação em profundidade a partir do estudo de uma escola pública de tempo integral no ensino fundamental ii no município de Fortaleza-CE

• Ano de defesa: 2024
• Autor(a) principal: Omena Neto, Almir Pereira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Escola de tempo integral; Juventudes; Trajetórias juvenis; Currículo; Políticas públicas; Full-time school; Youth; Youth trajectories; Curriculum; Public policies; CNPQ::CIENCIAS HUMANAS::CIENCIA POLITICA::POLITICAS PUBLICAS
• Link de acesso: http://repositorio.ufc.br/handle/riufc/79099

This study deepens the understanding of Full-Time Schools (ETI) in the context of Fortaleza, analyzing their impacts on the trajectories of young students. The researcher, a teacher since 1998, moves between the private and public schools, with an emphasis on the final years of Elementary School II and Youth and Adult Education (EJA). The interest in full-time schools arose in response to the growing relevance of this type of school in Ceará since 1996 and, especially, in Fortaleza, since 2009. The research, of a qualitative nature, was carried out in a full-time public school of Elementary School II, the Dom Antônio de Almeida Lustosa School, located in Granja Lisboa. Through documentary analysis, participant observation and interviews with administrators, teachers and students, we aimed to understand how ETI was inserted into the municipal educational policy, what its characteristics are and how it influences the daily school life and the education of young people. The results indicate that, despite the potential of ETI to promote the integral development of students, some issues need to be improved. The curriculum, for example, was considered unattractive and disengaging, and the workload was considered excessive and not fully utilized. Based on these findings, we suggest reformulating the curriculum, including more active and engaging methodologies, and making better use of the diversified part of the school day, aligning the content with the needs and interests of the students.