Da assistência à resistência: a educação integral, o currículo integrado e a cultura corporal em escolas da rede municipal de Goiânia-GO

• Ano de defesa: 2019
• Autor(a) principal: Mendonça, Fernando Medeiros
• Orientador(a): Rodrigues, Anegleyce Teodoro
• Banca de defesa: Rodrigues, Anegleyce Teodoro, Silva, Hugo Leonardo Fonseca da, Rosa, Sandra Valéria Limonta, David, Nivaldo Antonio Nogueira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
• País: Brasil
• Palavras-chave em Português: Educação integral; Escola de tempo integral; Currículo integrado; Cultura corporal
• Palavras-chave em Inglês: Integral education; Full-time school; Integrated curriculum; Body culture
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/9820

The present research sought to identify and analyze the fundamentals, meaning and possibilities of body culture in an integrated curriculum in the context of full - time schools, having as an empirical basis one school of each Regional of the Municipal Education Network of Goiânia (RMEG). The problem of the curriculum in integral education emerges from the context of expansion of public policies to extend the school day that culminates in its implementation as a State policy, through the National Education Plan of 2014-2024, forming a hegemonic project of full-time integral education. The research had as its scientific-methodological basis the critical-dialectic conception. The research techniques included the bibliographic review on integral education in the digital libraries of the postgraduate programs based in the city of Goiânia (GO), UFG and PUC-GO, the documentary analysis of the Political-Pedagogical Projects (PPP) of the schools , the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents (PPPa) of the Municipal Secretariat of Education and Sport (SME) and the federal laws, decrees and ordinances that deal with this topic. In addition, semi-structured interviews were conducted with 20 teachers from 5 RMEG schools. The research results indicate that even in the face of the hegemonic project of full-time integral education in force in the country, which makes school time and space flexible, the conditions for the exercise of a full-time integral education proposal of resistance are given. These conditions go through a reformulation of the organization of the pedagogical work that articulates: the principles of the integrated curriculum; the recognition of body culture as language and knowledge; the expansion of continuing education; the mobilization of collective work and the achievement of better material and non-material conditions for teaching work. It was also identified that although it is not quantitatively enlarged, the body culture is demanded by the teachers. As an educational product of the research, a training course / workshop was developed that dealt with the central concepts of integral hegemonic education and resistance integral education, as well as elaborated a digital platform for a more comprehensive training course focused on the demands of RMEG teachers which addresses, in addition to an overview of the context and concepts of integral education, the sharing and analysis of experiences and didactic processes related to the possibilities of an integrated curriculum.