Banca de DEFESA: MARIA RIZOCLEIDE SOARES FRUTUOSO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MARIA RIZOCLEIDE SOARES FRUTUOSO
DATE: 08/08/2025
TIME: 14:00
LOCAL: Fundaj Apipucos
TITLE:

INTEGRAL EDUCATION IN ELEMENTARY EDUCATION IN THE FINAL YEARS: a case study on the performance of managers and teachers in the Pernambuco State Education Network

 

KEY WORDS:

Comprehensive Education. Educational Policies. Curriculum. Elementary Education.

PAGES: 171
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research focuses on the Comprehensive Education policy for Elementary School (final years). Comprehensive education has been a topic of debate and is being established in state and municipal education systems as one of the possibilities for addressing school failure by providing more time for learning in school, constituting a path for Brazilian public education as a national public education policy. For the past fifteen years, the Pernambuco State Education Network has been implementing comprehensive education in high school and, more recently, in 2018, began in the final years of elementary school, with the commitment to guaranteeing the right to comprehensive education for students at this stage. Therefore, this research aims to investigate how the comprehensive education policy and, particularly, its curricular proposal have been developed in this school network, considering that comprehensive education depends on the organization of curricular policy in elementary school. Therefore, the objective of this research is to analyze the performance of administrators and teachers in implementing the Comprehensive Education Program for Elementary School in the final years. To this end, the theoretical framework is based on the work of authors Stephen Ball, Jefferson Mainardes, Anísio Teixeira, Jaqueline Moll, Miguel Arroyo, and Michel Apple. The methodological approach is qualitative, in which we conduct a case study using Stephen Ball's Policy Cycle as the theoretical and analytical framework. We conduct semi-structured interviews with administrators and teachers of the case study school, using the discursive textual analysis method proposed by Moraes and Galliazzi. The results of the empirical research at the case study school reveal conflicts in the curriculum, with community and structural interference detrimental to student learning development. We also find that extended school hours have resulted in more classroom instruction and gaps in the Diversified Part of the curriculum, which addresses comprehensive human development. We observe limited intervention by administrators and teachers regarding the comprehensive education curriculum, understood as socio-emotional development. However, they view the comprehensive education proposed in the state education system's policy as positive and are convinced that they are doing excellent work in the final years of elementary school. We hope this research will contribute new critical reflections on the comprehensive education policy in the final years of elementary school, articulated within 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