A concepção dos professores de ciências sobre a escola de tempo integral na região metropolitana de Goiânia

• Ano de defesa: 2013
• Autor(a) principal: Póvoa, Maria de Fátima Rodrigues
• Orientador(a): Rosa, Dalva Eterna Gonçalves
• Banca de defesa: Rosa, Dalva Eterna Gonçalves, Borges, Lívia Freitas Fonseca, Limonta, Sandra Valéria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Concepção de professores; Escola de tempo integral; Projeto de tempo integral; Ensino-aprendizagem de ciências
• Palavras-chave em Inglês: Design of teachers; School full time; Full-time program; Teaching and learning sciences
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/4158

This research aims understanding the conception of science teachers, who work in the metropolitan area of Goiânia on the program Full Time State School (EETI) and their implications for teaching and learning in this field. To understand the program, the object of study, we conducted a literary survey in books, theses, articles and dissertations on Full Time Education and Full Time school published in the last ten years: Paro (1988; 2008), Nóvoa (1999), Coelho (2002), Cavaliere (2002; 2007; 2009), Cachapuz et al (2005; 2006; 2008), Gadotti (2009), Guará (2006; 2009), Maurício (2001; 2009), Santos (2009), Silva (2011), Valadares (2011) e Ramos (2012). In light of this framework we reviewed documents that guide the implementation of the program and interviews with twelve science teachers. The research approach is qualitative (Bogdan; Biklen, 1994, Ludke; André, 2008). The systematization and analysis of data were based on Bardin (2009). The results indicate that the interviewed teachers conceives the State Program of School Full Time as a proposal with a strong focus on Full Time School welfare as a proposal with as strong focus on welfare, intended to protect, to keep the child, in addition to meeting the needs of parents who need to parents who need to work outside. On the influence of the Science program on the teaching and learning found teachers do not differentiate their work in the ETI that performed in schools part time. Integrated planning is a shortcoming because teachers plan their classes in isolation. The lack of school´ infrastructure for the operation of the program is sharp limiting factor in the speech of the majority of the teachers interviewed.