Educação de tempo integral: uma análise do turno e contra turno da Escola Municipal do Bairro Planalto com vistas à nova proposta de educação de tempo integral

Abstract

his study is based on the need to investigate teaching work in the face of a new challenge: the implementation of a new full-time education proposal in a municipal public school. Its central question is to understand how teachers in the initial grades of elementary school develop their teaching practice through curricular workshops within the school time and space. Therefore, its objectives are to understand and analyze the implications of this new curricular proposal on the role of the teacher and their practice. Field research is carried out following the functioning of after-school curricular workshops at the Bairro Planalto school, also known as CAIC. Its methodological procedure is: 1) document analysis, as a source of information to contextualize the theory with the practice of the school under study; 2) Observation of the infrastructure and daily school life, with a focus on the performance of teaching activities, the conditions for developing workshops and the teaching-learning process. 3) Informal conversations related to complementary after-shift activities, with teachers, coordinators and other school professionals in order to obtain more details about the comprehensive education offered by the school. From this perspective, the results, although partial, show that the Bairro Planalto school faces the main challenges of developing the qualifications and potential of the subjects involved to obtain greater commitment to the desired results and also a curricular proposal with all integrated activities, which implies challenging the linearity and fragmentation of the disciplinary curriculum, prioritizing work aimed at the integral training of the subject, which influences the quality of education.