Tempo integral na perspectivas de alunos do ensino médio

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Universidade Federal de Goiás


The research with the theme Full Time from the perspective of high school students, aims to understand the full time from the perspective of high school students, in the State Education network, in the cite of Catalão-Goiás. To achieve this goal, we chose the following research problem: what is the perception of high school students in relation to full time? We use the (Auto)Biographical method as an approach. As a theoretical foundation, we are anchored in the concepts of full-time and full-time education, under the ideas of Anísio Teixeira. For the collection of the narratives, interviews were carried out with eight participants and them analyzes took place in stages that we chose as groups of ideas. These groups of ideas were classified as follows: group 1 - Dimensions: Autonomy and Norms; group 2 - Narrative Forces; and group 3 - Narrative emphases. These groups of ideas supported us for the reflections of the participants narratives, their conceptions about Full Time, crossed with the conceptual basis of some authors and / or with the proposal of the Institute of Co-responsibility for Education - / Ginásio Pernambucano / Superintendência dos Centros de Teaching in Full Time - Goiás. As it is still a controversial topic and a divisor of the opinion of educators, managers and the community as a whole, in view of the survey of theses and dissertations, specifically, in relation to high school, we are aware that our research is classified as an investigation unprecedented, which makes it a research of great importance to contribute to future reflections on Full Time in High School, as well as for the school community itself. As a result and / or possible response of this research, we observed that the Centro de Ensino em Ensino Integral - Polivalente, in Catalão-Goiás was idealized and designed to meet primarily a government policy and that, despite the participants in some situations, praise the model showed that it has not yet met the demands of young people, since the number of enrollments did not guarantee the stability of the school. In order to solve this problem, the Military School model was put in place, stagnating, the central axis of the previous proposal conveyed by the diversified Nucleus and its methodologies stagnated and began to excel by the rigidity and norms of the Teaching Command of the Polícia Militar de Goiás.



Pesquisa (auto)biográfica, Tempo integral, Narrativas, Research (auto)biographical, Full-time, Narratives


VAZ, Orizeni Martins. Tempo integral na perspectivas de alunos do ensino médio. 2020. 180 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Catalão, 2020.