Centro de ensino em período integral (CEPI) em Goiás: o enisno médio de tempo integral em Goiânia

Abstract

The purpose of this research is to analyze the policies for the implementation of the Secondary Education Center (CEPIs) in Goiás, especially in the city of Goiânia. The general objective is to analyze the implementation policies of the CEPIs in Goiás and its context of creation, highlighting the administrative, political and pedagogical aspects. The problem that led to this research is expressed in the following questions: the full-time high school schools have, in official documents (federal and state), a normative basis supported by the concept of Integral Education, the current proposal, has it been established as an extension of the student's stay in school or respond to an understanding of integral education? Is there allround training in ECECs? What Integral Education policies are developed in CEPIs? Does the CEPI pedagogical proposal approach the integral formation of the subject in the omnilateral perspective? The methodology adopted by the teachers in the CEPIs provides the materialization of the proposal of omnilateral human formation? Regarding the methodology used in this research, I used the qualitative research, because it presents characteristics that contribute to the development of this study, highlighting, among them, the direct source of data, the natural environment, in the case of this research the CEPIs with all the constituent elements. . Throughout this research, data collection was based on bibliographic research, documentary research, questionnaires, semi-structured interviews and direct non-participant observation. Participated in this research 116 students, 30 teachers and 20 managers, all belonging to the 07 selected CEPIs of Goiânia. The choice of the subjects of this research was given considering their importance in the implementation of the full-time education policy at school. Seven schools from Goiânia were selected for our field research, the selection criteria were: to be from Goiânia and started their work full time in 2013, the year that started in the whole state of Goiás full time.The study / research showed that the implementation policies of the CEPIs are based on a partnership between the public and the private sector, confirming the tendency of the State to implement neoliberal educational policies, which are to formulate new forms of public management. as a reference to private management. Considering the results obtained in the fieldwork, we can say that the CEPIs present themselves with full-time schools with extended school hours, that is, with a different curricular dynamics, with a greater number of disciplines, but with a fragmented teaching between theory and practice, thus not being constituted as a school that develops integral education. Also the CEPIs do not present quality that is referenced, because in the development of this work, we verified that the quality that is had in the CEPIs, is directly linked to the logic of the business incorporations, that is, the search for efficiency, productivity, competitiveness, cost reduction and the incessant search for results. We believe that the expansion of the school day, as it happens in the CEPIs, must be rethought, we need that this extension can not only increase the time of permanence in the school space. We defend that this expansion is a conception of education, of human formation based on the omnilateral perspective and on the polytechnic, thus, being constituted as integral education.