A IMPLANTAÇÃO DA ESCOLA DE TEMPO INTEGRAL EM GOIÁS: AMPLIAÇÃO DO TEMPO VERSUS EDUCAÇÃO INTEGRAL

Abstract

This dissertation, developed within the scope of the Graduate Program of the Master's in Education Faculty of Inhumas-PPGE/FacMais in the line of Research Education, Culture, Theory and Pedagogical Processes. This research has as its theme the fulltime school in Goiás, whose object is the process of implementation of the CEPI (Centro de Ensino em Período Integral) in the State of Goiás. The object of investigation raises the problem that involves the discussions between the extension of time in public schools and the integral education that was desired by Anísio Teixeira. Faced with this theme, we sought to discuss the question of the research problem: is the full-time school prepared for teaching that favors a comprehensive education for public school students? Faced with this questioning, other questions are raised to explain the central problems of the insertion of comprehensive education in Brazil, which ranges from issues with the infrastructure of physical spaces intended to accommodate students from 7 am to 5 pm. The general objective of the research is to investigate the purposes of full-time education within the historical context of educational reforms in Brazil and in the state of Goiás, comparing it with the concept of full-time education. The research consists of bibliographical and documental in which it sought to build the history of policies and legal documents that aim to establish integral education in the country, as well as to analyze and show the advances and challenges of this educational modality in the State of Goiás with analysis of the implantation documents of CEPIs. As for the approach to data analysis, it consists of qualitative research with exploratory objectives. The study had as theoretical apparatus the following authors: (SAVIANI, 2010), (CAVALIERE, 2007), (HÖFLING, 2005), (TEIXEIRA, 1950), (PEREIRA, 2014), (PINTO, 2013), (PAIVA E COSTA, 2015), (LIBÂNEO, 2006-2016) among others. It is concluded that there is still a significant incongruity in the speeches of the rulers regarding the actions and public policies for integral education. The actions that are effectively implemented in public schools have only shown the extension of time. The study analyzed the manual for the Implementation of Full-Time Schools in the State of Goiás (version 2021) and the criteria listed there to define the physical space, didactic and human resources, and the teaching- learning process, which according to the document configures as the requirements essential to offer full-time education in public schools in the State of Goiás. In the data analysis, the historical, social, political, and economic contexts were used as reference, which influenced the implementation of full-time schools in the State of Goiás, thus defining their purposes. It is noted that the government is building few schools and only renovating existing schools just to meet the objectives proposed in goal 6 of the National Education Plan 2014/2024. That is, “offer full-time education in at least 50% (fifty percent) of public schools, in order to serve at least 25% (twenty-five percent) of students of basic education”.