Escola estadual de tempo integral: análise de teses e dissertações em programas de pós-graduação em educação no Estado de Goiás

Abstract

Linked to the line of research Theories of Education and Pedagogical Processes of the Graduate Program in Education of the Pontifical Catholic University of Goiás (PUC-GO), this research aimed to identify and analyze the object “full-time school” in published dissertations and theses in Graduate Programs in Education in the State of Goiás, from 2008 to 2018. The specific objectives were: to identify the objectives of research on full-time public schools; identify the theoretical and methodological bases that support the research produced in the studied graduate programs; apprehend the conclusions pointed out in research on full-time school. To address the theme, we opted for the State of Knowledge type search with a view to identifying the constitution of the theme under study (VOSGERAU; ROMANOWSKI, 2014; ROMANOWSKI; ENS, 2006; FERREIRA, 2002). The corpus was organized based on the data obtained from the databases of the Graduate Programs in Education in the State of Goiás. The limitation of the temporal interstitium considered the mappings of Ribetto and Maurício (2009), which covered the period between 1996 and 2008 , and the Mais Educação Program, implemented in 2007. The reflections made had as theoretical support, studies and research that discuss the theme in question (PARO, 1988; CAVALIERE, 2009; SANTOS, 2009; NUNES, 2011; SILVA, 2011, LIBÂNEO , 2012; MAURICIO, 2013; LIMONTA, 2014, among others). The results of this research are presented in two dimensions: descriptive and analytical. In the first, the data were organized and tabulated according to information obtained in the file. In the second, it was carried out from the observation of aspects that permeate the corpus, highlighting trends and tensions. The results reveal that the process of implementing the Full-Time Schools in the State of Goiás occurred in a tumultuous way, the schools improvised physical structure and human material resources to start the full-time operation and tend to overlap the functions of the integration and reception school to its pedagogical mission linked to school knowledge and learning