A concepção de educação integral presente no projeto das escolas parques cidadãs de Chapecó

Abstract

This work aims to identify the concept of Integral Education and full-time underlying the proposal of Parks Citizen Schools - EPC, Chapecó. These schools are characterized by offering comprehensive education and full-time children, which aroused our interest in understanding under which theoretical foundations are grounded its educational projects, considering that already bring in its nomenclature two categories of liberating education because it is called citizen school and liberal education, when it says park school. The work will be done through the bibliographical study, based on reading Arroyo (2012), Gadotti (2009), Gallo (1996, 2012), Teixeira (1962), Libâneo (2011), Moll (2012), Thiesen (2014) and documentary analysis of the Pedagogical Political Projects - PPP - the EPC Cyro Sosnosky and EPC Leonel de Moura Brizola and the municipality of Chapecó PPP. Thus, he sought to present the anarchist proposal, supported by Bakunin and the liberal proposal, based on John Dewey, Teixeira and Darcy Ribeiro and their insertions in education at different times and contexts. Through a survey of Brazilian educational public policies for all-day schools sought to know their proposals for the implementation of comprehensive education full time today. These conceptions in projects of Schools Citizens Parks Chapecó, are based on Dialectical Materialism History of Marx and Engels; the Socio-Historical Theory of Vygotsky; Pedagogy Historical-Critical Saviani; Teaching in of Gasparin; in Paulo Freire's Liberation Pedagogy and Liberal Pedagogy Teixeira. In this sense, we can see that the educational proposal of the municipality in relation to comprehensive education, presents eclecticism, when adopted comprehensive education concepts in various theoretical perspectives, referring to a distancing and even opposition in some aspects of the presented theories.