Limites e possibilidades da escola de tempo integral (ETI): uma relação de tempo, espaço e currículo.

Abstract

Talking about public policies focused on the educational field is a challenge, but it is pertinent due to the existing limitations and the infinite possibilities for improvement. It is known that there are still many challenges to be overcome in public education in Brazil, because education is something unfinished and constantly changing making the process of any educational policies slow to obtain satisfactory results, thus, to better understand the conceptions about From school full time, we need to situate ourselves from some discussions on the subject, to understand how the increase in the school day of students arises. But, after all, what does the government want in creating an educational policy that aims to increase student time at school? Isn't the government just trying to solve social problems generated by the absence of social policies? These questions led us to investigate. To this end, our overall objective was to understand how the pedagogical political project of the José Gonçalves de Queiroz School of Integral School is constituted and how it is organized and what are the limits and possibilities that the project points towards the TSI model. The specific objectives are: To identify the conceptions that underlie the pedagogical policy of the full-time school; identify the challenges in the construction and organization of the political-pedagogical project in the school in question, and characterize the structural elements of the PPP that contribute to the construction of good educational quality in that school. Methodologically this research is characterized as a qualitative research and presents characteristics of an exploratory and explanatory research. As a result we obtained the analysis of three poles that constitute this PPP. The poles analyzed were: conceptions of integral education, infrastructure / time / curriculum and quality. It can be concluded that although there is a desire to transform education at the school level, it was possible to realize that the idealized school still differs greatly from the school implemented.