Possibilidades para a organização do trabalho escolar na perspectiva de uma proposta de educação integral

• Ano de defesa: 2017
• Autor(a) principal: Sônego, Fabricia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: Organização do trabalho escolar; Educação integral; Programa Mais Educação; Integral education; More Education Program; Organization of the education work; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/13875

This work has as main theme the integral education and the scholar organization, and focusing in the forms of school work organization for the implementation of an integral education purpose. To this end, the main goal is understand the possibilities and the limitations for the school work organization in a perspective of an integral educational purpose of the experimented context in the More Education Program. Assumed the following problematic: What possibilities exist in the organizations forms of the school work for the articulation with the developed actions of integral education purpose? The methodology has a qualitative approach, and the information sources was the subjects and the spaces, and the collection instruments were interviews and observation. The methodology was based in Landshear and Knobel (2008) and the data analysis in Charmaz (2009). For the theoretical basis of research, was realized a brief historical contextualization about the idea of integral education in Brazil actual so far, with the purpose of More Education Program, with the Law of Directives and Bases of National Education (law 9.394/96) and with the National Education Plan (law 13.005/14), as well as reality experience for the school which hosted the research. The theoretical basis was based in authors such as: Cvaliere Cavaliere (2010), Coelho (2012), Moll (2012), Canário (2006), Thurler (2001), Gimeno Sacritán and Pérez Gómez (1998), Tardif and Lessard (2005), among others. As a result of this research, we identify seven representations about integral education as a collective process of administrative and pedagogic planning, single choice, contextualize curriculum, human being formation, collective construction, work with projects, and also with only assistance characteristic. We realized that most of teachers don’t have clarity in how was the implementation process of integral education purpose on schools. Continuing with the results, we verified that the favourable aspects of the developed actions through the More Education Program in school: the optimism and availability of teachers and students, the involvement of scholar community and the work team. As a limiters aspect, we find a gap of continuing education, the necessity of planning and the lack of human being resources, physical and material which includes the socio-economic context. Therefore, through the reflection about characterization of integral education and the lived reality in schools that hosts this research, we present a purpose of restructuring of school work through action that will be conducted in schools and in education system, because we concluded that the integral education need to be constructed by the people which compose the scholar community, in order to that everyone feels responsible for this purpose, which begins with the collective construction which takes us to the school of integral education.