Educação integral na escola pública : uma reflexão fenomenológica sobre concepções e vivências no contexto do programa mais educação

• Ano de defesa: 2013
• Autor(a) principal: Ponce, Carla Sprizão
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação integral; Escola pública; Programa mais educação; Concepção; Fenomenologia; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Integral education; Public school; More education program; Conception; Phenomenology
• Link de acesso: http://ri.ufmt.br/handle/1/1174

This study aims to describe and interpret the concepts of integral education that guide the educational practice of teachers, tutors and teaching staff of a public school in Sinop-MT. It also aims to know the experiences of the group made in articulation with the school in the implementation of More Education Program. The Program was instituted by the Ministry of Education, Ordinance n. 17, from April 24, 2007, and regulated by n. 7083 document, from January 27, 2010. It aims to induce states and municipalities to offer full-time education; the Program proposes the expansion of opportunities and the redefinition of spaces, inside and outside the school, making them educational; it also encourages interaction between family, school and community through the enhancement of community knowledge in the construction of scientific knowledge. It is funded by the Federal Government through the Money Direct to School Program. It is a case study, a phenomenological qualitative research, based in Husserl (1859-1938), Merleau-Ponty (1908 -1961), Rezende (1990), Martins (2005) and Bicudo (2011). Semi-structured interviews were conducted with teaching staff, teachers and monitors, as well as participant observation. For theoretical background, the research sought in the history of education, the roots of the debate on integral education from the ideas of the French Revolution and the contributions of Dewey. In the Brazilian context, these ideas culminated in the Manifesto of the Pioneers of the New School in 1932. The study also reflects on the democratization movement and struggle for offering quality education in Brazil according to Anísio Teixeira and Darcy Ribeiro thought; the concept of integral education in a libertarian perspective, as conceived by Paulo Freire is a part of the discussion; finally, it presents experiences implementation of integral education with different designs in different periods, in addition to contextualize More Education Program in the state of Mato Grosso and in Sinop. The research exposed different conceptions of holistic education. The interviewees defined it as: the concept of holistic education to a full-time perspective; the expansion of school time to offer diverse and enjoyable activities; the expansion of time and space (outside the classrooms, but in the schoolyard), putting together traditional and practices classes; an integration of teaching shifts with classes taught by the same teacher and expansion of curriculum; they also defined it as a pedagogical work with all areas of knowledge in an interdisciplinary perspective, forming the student for life in society; overcoming the mindbody dualism; that kind of education is a contribution to child‟s protection and to develop the whole man; the data also points an informal and formal education junction in school, improvement of life and overall school support. The subjects also described the meaning of the Program. In their perspectives they reveal it is an instrument of discipline, testing for integral education, life experience and even fullness of life, in a self-fulfillment meaning. Based on their experiences, the subjects described the trajectory of the Program in their school. They pointed out the difficulties of implementation, needs, perspectives, challenges to overcome and suggested actions for improve the Program.