Educação integral e jovens-adolescentes: tessituras e alcances da experiência

• Ano de defesa: 2014
• Autor(a) principal: Bárbara Bruna Moreira Ramalho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Educação integral; Jovens-adolescentes; Experiência; Programa Escola Integrada; Educação; Educação e estado; Educação do adolescente; Escolas de tempo integral; Juventude Aspectos sociais
• Link de acesso: http://hdl.handle.net/1843/BUOS-9URPL4

From the late twentieth and early twenty-first century, we observe the emergence of public policy around the Integral Education in Brazil. However, according to several studies, the lack of consensus on the conceptual matrices and formats adopted in several experiences to expand the school time and/or educational dimensions occurring in the country. This diversity of formats raises interest in investigating the possible influence exerted by these activities on the social and educational experiences of these graduated students. From this perspective, in this study we investigate a group of subjects, between fifteen and eighteen years old, belonging to the lower classes, who have participated for at least two years, the Integrated School Program (PEI, Portuguese acronym), Integral Education program of the Municipal Education of Belo Horizonte. The option for the PEI approach is justified by several aspects which comprehend its characteristics (emphasis on activities of artistic-cultural and sportive nature; incorporation of new professional profiles and knowledge to the school context, adopting the perspective of educating city and intersectorial work; etc.) and its relative consolidation regarding the lifetime and the number of students it serves. With these subjects, interviews that followed the principles of Oral History and Narrative Interview were conducted. It was made an analysis of the documents referred to their school history at the institution where they had participated in PEI, here called Municipal School Professora Maria Mazarello. In this work, the data built are presented in five sections, plus introduction and final considerations. In light of the of Jorge Larrosa Bondías approach, the results indicate formation of participation in PEI as a meaningful experience for the group of students investigated, which resulted in influences on different aspects of their lives, namely, attitudes and values; behaviors; career prospects; relationship with the school and education.