Banca de QUALIFICAÇÃO: MARIA RIZOCLEIDE SOARES FRUTUOSO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MARIA RIZOCLEIDE SOARES FRUTUOSO
DATE: 11/06/2024
TIME: 15:00
LOCAL: Online
TITLE:

INTEGRAL EDUCATION IN FUNDAMENTARY EDUCATION IN THE FINAL YEARS: a case study on the role of managers and teachers in the Pernambuco state public school system

 

KEY WORDS:

Educational policies; Integral education; School practices; Primary education

PAGES: 83
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The object of this research is to study the policy of Integral Education in Primary Education in the final years. We found that over the last 133 years, since the advent of the republic, comprehensive education has been the subject of debate and has been established in state and municipal education systems as one of the possibilities for tackling school failure by proposing more time for learning at school. However, it is still a path to be followed in Brazilian public education as a national public educational policy. Over the last 15 years, the Pernambuco State Education Network has been implementing comprehensive education in secondary education in a hegemonic way, and more recently, in 2017, in primary education in the final years, with a commitment to guaranteeing the right to comprehensive education for students at this stage. In this sense, this research aims to investigate how the comprehensive education policy and its curricular proposal have been developed in this network of schools, considering that comprehensive education involves the organization of knowledge in elementary school. Thus, the aim of this research is to analyze the role of managers and teachers in implementing the Comprehensive Education Program in primary school in the final years in a case study school. To this end, our theoretical framework is based on the authors Stephen Ball, Jefferson Mainardes, Anísio Teixeira, Jaqueline Moll, Miguel Arroyo and Moacir Gadotti. The methodological approach is qualitative in nature, using Stephen Ball's Policy Cycle as an analytical theoretical framework. We proposed a documentary analysis of the curriculum proposal for comprehensive education and used semi-structured interviews with managers from the Department of Education and with managers and teachers from the case study school, in which we used the discursive textual analysis method proposed by Moraes and Galliazzi. We hope that this research will add new critical reflections on the policy of comprehensive education in elementary school, linked to a democratic and republican Brazilian education project.

COMMITTEE MEMBERS:
Interna - BRUNA TARCILIA FERRAZ
Externa à Instituição - JAQUELINE MOLL - UFRGS
Presidente - RACHEL COSTA DE AZEVEDO MELLO