A ESCOLA DE TEMPO INTEGRAL NA PERSPECTIVA DA CRIANÇA

Abstract

The present work, enrolled in the line of research Theories of Education and Pedagogical Processes of the Postgraduate Program in Education of the Pontifical Catholic University of Goiás - PPGE / PUC-GO - has as object of research the Public School of Integral Time. The general objective of the work is to give voice to the child, problematizing about the School of Integral from the perspective of the child. Although this subject is much investigated, the particularity of this research is relevant, because it proposes to listen to the experience of the school, as it sees, explains and acts in that space. In the complexity of the researched object that a priori was given, as it is known in appearance, in the real concrete conditions - in the confrontation between the voices of the children and the official documents of RME - on the proposal of Integral School in Goiânia - Essence, in the thesis defended: The school spaces destined to the children in the School of Integral of the RME of Goiânia are reinventados by the children in the absence of control or the accompaniment of the school agents. The study about the conception of this object of research, the child, in the multiple epistemological fields is ample. Thus, the thesis is based on the field of pedagogy from the contribution of several areas of knowledge, in the educational field in Anthropology, Psychology and Sociology. The research was carried out in five Full Time Schools with methodological orientation of the Social Anthropology, of the ethnographic type, and as techniques of data collection we did interviews, observations, focus groups, and analysis of RME documents. The epistemological principles that guided the investigations were objectified in two concomitant actions: (1) field research in five public institutions of the Municipal Education Network of Goiânia; (2) documental analysis and bibliographical research based on authors who seek to understand the conceptions, contradictions and practices that support educational discourses and policies for integral education, such as Cavaliere (2002; 2007) and Paro (1988; As for the discussion about childhood and the child, the studies were based on: Ariès (1973); Freitas (1997); among others. In order to analyze the data, the interpretation of the reality investigated and the results of the research sought to relate dialectically between theory and practice, with the categories chosen a priori and search to identify the elements of childhood voiced by the children in their experiences in the school of full time, which showed the dynamics of this investigation.