A escola de tempo integral da rede municipal de ensino do Recife :dialogando com a percepção e a apropriação dos professores

Abstract

Integral education through the expansion of school time has gained legal support and pedagogical alignment throughout the last decade. Despite being defended as an educational contribution that corrects social distortions in Brazil since 1920, through the new school movement, with one of the main names being Anísio Teixeira. In this perspective, aiming to reach the objective of studying the process of implementation of municipal schools of integral time of Recife, PE, in the perception and pedagogical appropriation by the teachers who migrated to this educational model. To this end, we seek to investigate the recognition of the professionals working in these schools, the contextualization of the origin and pedagogical historical conception of the integral school model in Brazil, the evaluation of the appropriation of the Recife model of integral school by the teachers and finally a proposal of course in the ead modality, to strengthen and train teachers around the Recife model. As a theoretical contribution to this study we had the authors Faure (1972), Werthein (2000), LDB (1996), MEC (2009) Dutra (2013), Cavaliere (2010), Teixeira (1997), among others. It is a case study with a qualitative approach, in which they were used as instruments for data collection, a questionnaire applied to the teachers working in the six municipal schools of integral time of Recife, and focal group with the participation of seven full-school teachers of Recife, aiming, with these instruments to reach the objectives of this research. The results show that 57% of teachers find the model of Recife's regular school. and when we approach the degree of knowledge about the theme integral school and integral education we have a percentage of 58.63% of regular. what draws attention to the need for specific training for these professionals about the theme. The data obtained also reveal that the praxis of these professionals is compromised. and, that 86.20% point to the need for continuing education from an integral school perspective. We could also see that 58,63% had never attended a distance course, but that teachers are proposing to continue training through the ead modality. From the results we propose a course in the EAD platform, attending to the theme integral education / integral school in the brazilian historical-pedagogical context for the professors of Recife.