A ESCOLA DE TEMPO INTEGRAL E AS POLÍTICAS DE FORMAÇÃO CONTINUADA DE PROFESSORES

• Ano de defesa: 2023
• Autor(a) principal: Anita Baraldi Rolim
• Orientador(a): Tarcisio Luiz Pereira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Escola de Tempo Integral, Políticas de Formação Continuada de Professores, PNE
• Link de acesso: https://repositorio.ufms.br/handle/123456789/8252

The object of analysis of this research is the full-time school and continuing teacher training policies. Its main objective is to investigate the implications of the process of implementing full-time schools, especially those in the State of São Paulo. As specific objectives, it was investigated how this process has been developed based on the devices established by the National Education Plan - PNE (2014-2024). To this end, it chose as the locus of investigation a full-time school in a municipality in the interior of the state. The methodology adopted is a qualitative approach with a descriptive nature with support from documentary analysis. The research is theoretically and methodologically based on Moll, (2012), Libâneo, Oliveira and Toschi (2012), Coelho (2009), Gadotti (2009), Weffort, Andrade and Costa (2019), Colares, Jeffrey and Maciel (2018), Severino (2007), in addition to current legislation that addresses the continuing education of teachers. The results indicate that the policy of continued training of elementary school teachers in full-time schools in the State has been carried out in a contradictory manner and is still a field of dispute with constant advances and setbacks. Keywords: Full-Time School, Continuing Teacher Training Policies, National Education Plan.