O Programa "Educação em Tempo Integral" em uma escola de educação infantil no município de Vitória-ES

• Ano de defesa: 2017
• Autor(a) principal: Gomes, Núbia Rosetti Nascimento
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Full-time education; Child education; Childhood; Cuty educational policy; Educação em tempo integral; Política Municipal de Educação; Educação integral; Infância; Educação de crianças; Políticas públicas - Educação - Vitória (ES); Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/8605

The theme of this study addresses the “Full-Time Education Program” of the city of Vitória. With regard to the general objective, we intend to investigate how the implementation of this program in this city took place, between 2004 and 2016, seeking to analyze the possibilities and challenges in the development of educational practices focused on full-time education. To this end, we act in the context of the school accompanying he school development of a group of students attended by the program. The empirical field of research was a municipal center for early childhood education, which provides full-time care to a group of 20 children, with ages ranging from 3 to 4 years. Methodologically, we resort to action research as a guide of the route and to the use of the questionnaire, semi-structured interviews and observation in context as data collection procedures. Based on these instruments, we systematized the data by means of photographic records, voice recordings, recordings of observations in the field diary and research documents. For the theoretical basis of the study, we opted to use the figurative sociological theory of Norbert Elias, which contributes to the analyzes, based on central concepts such as “civilization”, “figuration” and “interdependence” .For Elias, societies are structured with different relations of interdependence, which produce the most diverse social figurations, whose modifications are the result of other relations of interdependence existing in its inside. From this perspective, we conducted he analysis of the Full-Time Education Program in the city of Vitória-ES. The research data reveal the need for such a program to undergo significant changes of different natures, including design issues structural and economic issues. In general, we observe that the assistance perspective is still predominant in discourses and there is a need for understanding by those involved, as to what is an educational project of attending full-time education, because the expansion of the time at school alone does not change the quality or quantity of opportunities offered to students.