Ciências humanas e sociais aplicadas no ensino médio em tempo integral: percepções e desafios docentes na Escola Estadual Amélio Fagundes, em Independência – RS

• Ano de defesa: 2026
• Autor(a) principal: Baumgarten, Paulo Ricardo da Rosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; UFSM; Programa de Pós-Graduação Profissional em Ensino de Geografia em Rede Nacional; Centro de Ciências Naturais e Exatas
• Palavras-chave em Português: Ciências humanas e sociais aplicadas; Ensino médio em tempo integral; Escola Estadual Amélio Fagundes; Potencialidades; Human and applied social sciences; Full-time high school; Amélio Fagundes State School; Potentialities; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA
• Link de acesso: http://repositorio.ufsm.br/handle/1/38616

This study seeks to understand the integration of the field of Human and Applied Social Sciences (HASS) into Full-Time High School (EMTI) and its potential in the comprehensive education of students. To this end, a bibliographic review and a systematization of official documents were carried out in order to understand what integral education/teaching is, examining its trajectory as an educational model in Brazil and its current adoption in the state of Rio Grande do Sul through public schools. Based on this, laws, decrees, and ordinances were identified as legal support for the organization and curricular management to be adopted in the school environment. From this perspective, the research sought to understand the inclusion of Human and Applied Social Sciences within Full-Time High School, addressing the importance of this field of knowledge in students’ educational development. In conducting the research, a qualitative approach was adopted, making use of exploratory research (through dialogue, observations, and the collection of experiences) and semi-structured interviews directed at administrative and pedagogical staff (school management, supervision, educational guidance, and coordination of the HASS area), as well as practicing teachers, aiming to understand how HASS is integrated into EMTI and its contributions to student education. At this stage, it was observed that, at the time of EMTI implementation, there was resistance from parents/guardians and students due to a lack of knowledge and clarity regarding the EMTI proposal as an educational model, as well as incompatibilities related to the length of students’ school day with the local socioeconomic reality. Most students live in rural areas of the municipality and are required to participate in household and work-related activities during one daily shift to help support their families. These factors proved to be obstacles to EMTI, which was gradually understood and accepted by the school community. Finally, a synthesis was developed regarding the perceptions and challenges observed in relation to HASS in EMTI, highlighting the integration of this field of knowledge into the educational model proposal, efforts to support students in expanding their knowledge through Elective Core Subjects, the development of protagonism, critical thinking in relation to their reality, and human, interdisciplinary, and socially engaged work connected to both society and the local context.