A finalidade educativa da escola de tempo integral: a perspectiva dos alunos do ensino fundamental anos finais

Abstract

This study, part of the line of research Theories of Education and Pedagogical Processes, of the Graduate Program in Education at PUC-GO, aims to investigate the educational purpose of the full-time school from the perspective of elementary school students in their final years. It seeks to elucidate the problem from the following question: what is the educational purpose of the school for students in the final years of elementary school? Based on this assumption, the general objective of the research intends to apprehend and explain the students' perception about the educational purpose of the full-time school. According to Libâneo (2016) "the importance of discussing school educational purposes within the scope of education systems is undeniable, taking into account human formation, providing the appropriation of knowledge, as well as the development of autonomy in the educational process". From this perspective, we used as methodological procedures, the literature review, document analysis and empirical research, through the focus group, in state public schools. Students from three elementary schools, full-time final years, in municipalities under jurisdiction of the city of Uruaçu, involved in the implantation and implementation of this project were investigated. An analysis was carried out in a dialectical perspective, with the purpose of identifying the diachrony, the contradictions, the obstacles and, at the same time, the possibilities of analysis and the more individual dimension of the school. To work on the educational purpose of the school and data analysis, we used the following authors as theoretical references: Libâneo (2006, 2012, 2014, 2016), Arroyo (2003, 2012), Lenoir (2013, 2016), Cavaliere (2007, 2009) among others that allowed us to discuss the subject on screen. And to expand the dialogue regarding the school reality, we have the contribution of Charlot (1986, 2000, 2007, 2009), Snyders (1988, 2005), Tiballi (1998, 2020), Forquin (1993), Reimer (1979), Laval (2004), Nóvoa (1998) and others. We rely on Vygotsky's approach (2003, 2010) to reflect on the dynamics of everyday school life in its multiple aspects and how this thought is processed for students and what sense and meaning they attribute to school in a contextualized perspective, through experience, a way of understanding the relationships established with this teaching institution. With the intention of making the construction process of the discussions and the result of the study understandable, the thesis was structured in three primary chapters: the first chapter addresses the ideas developed in relation to the educational purpose of the school. The second chapter brings the study about the conceptions of integral education and the full-time school. In the third chapter, we present the students' perspective regarding the full-time school, privileging the experiences of these subjects according to the categories constituted in the field research. By establishing the analysis of the data and the references studied, it was possible to apprehend that there is a concern on the part of the students regarding the extension of time, the physical structure of the school, as well as the affective relationships and, above all, the teaching-learning process. In this way, the research results reveal that students like the school and recognize its value, but they do not like what they do with them. It is hoped that the content of this study can support new research and expand the production of knowledge about the different conceptions of school educational purposes in the field of educational policies, with the purpose of contributing to pedagogical projects that broaden the vision of educational purposes in planning educational