Escola de tempo integral como inovação educacional: uma experiência na cidade do Recife - pe
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Data
2011
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O presente estudo apresenta os resultados de investigação realizada com os sujeitos,
(estudantes, professores, pais, gestor e coordenador pedagógico/educador de apoio) que teve
como finalidade estudar a Escola de Tempo Integral como inovação educacional, no que diz
respeito ao ensino e à dimensão pedagógica, a partir de uma experiência da cidade do Recife-
PE. A pesquisa foi de caráter qualitativo, cada situação empírica foi respondida ancorada no
nível teórico e auxiliada por os instrumentos como: análise documental, observação e
entrevista do tipo semi-estruturada. Orientou-se pelos objetivos: Analisar como é utilizado o
tempo ampliado na jornada escolar diária da Escola de Tempo Integral (Referência) do Recife,
identificar de que forma os professores, coordenadores e gestores foram preparados para
trabalharem nesse modelo de escola, analisar como a Escola de Tempo Integral de Recife
enfrenta e trabalha a qualidade do ensino, bem como educa para democracia. O estudo está
estruturado em três capítulos. O primeiro resgata a experiência da escola de tempo integral no
Brasil, apresentando as bases históricas dos movimentos que deram suporte à Escola de
Tempo Integral, como Escola Nova, destacando a concepção de Dewey e as idéias de Anísio
Teixeira e suas contribuições para a Educação Integral no Brasil, também se apresenta a
Escola de Tempo Integral como espaço de aprendizagem, numa perspectiva de escola pública
de qualidade. No segundo capítulo, apresenta-se a metodologia utilizada na pesquisa e os
instrumentos que possibilitaram conhecer parte da realidade do objeto em estudo. No terceiro
capítulo com base em dados e informações da pesquisa empírica, passou-se a fazer analisa
reflexiva a partir de três eixos: como a escola trabalha com a ampliação do tempo escolar,
educa para cidadania e educar com qualidade. As considerações finais apontam algumas
reflexões destacando a realidade da escola de tempo integral de Recife - PE. Tornando-se uma
oportunidade disseminar as práticas inovadoras, podendo beneficiar algumas escolas públicas
de tempo integral.
This thesis presents the results of research conducted with the subjects (students, teachers, parents, academic advisor and manager / teacher support) that aimed to study the Full Time School as educational innovation with regard to teaching and the pedagogical dimension, from an experience of the city of Recife - PE. The research was qualitative, each situation was answered empirically anchored at the theoretical level and aided by tools such as documentary analysis, observation and interview. Guided by the objectives: analyze how the extended time in the daily school day Full-Time School (Reference) of Recife is influential in the overall student, identify how the teachers, supervisors and managers were prepared to work in this school model, analyzing how the Full-Time School of Recife faces and works the quality of education. The study is structured into three chapters. The first captures the experience of a full time school in Brazil, presenting the historical basis of the movements that have supported the Full-Time School, as the New School, highlighting the development of Dewey's ideas and Teixeira and his contributions to Full-Time Education in Brazil, and presents the Full Time School as a learning space from the perspective of a quality public school. The second chapter presents the methodology used in the research and the tools that made it possible to know part of the reality of the object of study. In the third chapter, based on data and information from empirical research, we started to make a reflective analysis from three areas: how the school works with the expansion of school time, education for citizenship and quality education. The conclusions point some reflections highlighting the reality of a full time school in Recife - PE. Becoming an opportunity to disseminate innovative practices and may benefit from some public full-time schools.
This thesis presents the results of research conducted with the subjects (students, teachers, parents, academic advisor and manager / teacher support) that aimed to study the Full Time School as educational innovation with regard to teaching and the pedagogical dimension, from an experience of the city of Recife - PE. The research was qualitative, each situation was answered empirically anchored at the theoretical level and aided by tools such as documentary analysis, observation and interview. Guided by the objectives: analyze how the extended time in the daily school day Full-Time School (Reference) of Recife is influential in the overall student, identify how the teachers, supervisors and managers were prepared to work in this school model, analyzing how the Full-Time School of Recife faces and works the quality of education. The study is structured into three chapters. The first captures the experience of a full time school in Brazil, presenting the historical basis of the movements that have supported the Full-Time School, as the New School, highlighting the development of Dewey's ideas and Teixeira and his contributions to Full-Time Education in Brazil, and presents the Full Time School as a learning space from the perspective of a quality public school. The second chapter presents the methodology used in the research and the tools that made it possible to know part of the reality of the object of study. In the third chapter, based on data and information from empirical research, we started to make a reflective analysis from three areas: how the school works with the expansion of school time, education for citizenship and quality education. The conclusions point some reflections highlighting the reality of a full time school in Recife - PE. Becoming an opportunity to disseminate innovative practices and may benefit from some public full-time schools.
Descrição
Orientação: Márcia Karina da Silva ; co-orientação: Manuel Tavares
Palavras-chave
EDUCAÇÃO, ESCOLAS DE TEMPO INTEGRAL, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, BRASIL, BRAZIL, INOVAÇÃO EDUCACIONAL, EDUCATIONAL INNOVATION, EDUCATION