Ser agente cultural do programa escola integrada: possibilidades de novas experiências educativas, culturais e profissionais na vida desses sujeitos

• Ano de defesa: 2018
• Autor(a) principal: Camila Carvalho dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Programa Escola Integrada; Educação Integral; Agentes culturais; Comunidade e escola; Educação; Educação Belo Horizonte (MG); Animadores culturais; Educação e Estado; Programa Escola Integrada (Belo Horizonte); Educacao integral; Ensino integrado
• Link de acesso: http://hdl.handle.net/1843/BUOS-BADNCC

This research is located in the dialogue of studies on Integral Education in Brazil, having as an empirical object the performance of the cultural agent in PBH's Integrated School Program. The research aims to understand the possible influences that the acting as cultural agent in the Integrated School Program has made possible in the subjects' experience. In order to reach the objectives proposed in this work, a qualitative research was carried out, using as a data collection tool the application of a questionnaire and the interview with two cultural agents. Other resources used in the work were the field observations, the field diary and the collection of secondary data: texts, videos and other documents related to the experiences of the cultural agent of the Integrated School Program. The theoretical framework used is based mainly on the studies of Teixeira (1954), Moll (2010), Freire (1996), Arroyo (2012). The results allowed us to perceive that cultural agents establish an affectionate relationship with their students and the educational process in the workshops takes place in a horizontal way, where both listen, take care and have a bond beyond the teacher / student relationship. They also have great affinity with the community where they work and become a bridge between the school and the community. In relation to their participation in the Program, they see in education an instrument of social transformation and point out significant changes in their professional, financial and cultural areas, after their insertion in the IEP