Escola de tempo integral na rede estadual de ensino de Goiás: escola do conhecimento ou do acolhimento?

Abstract

This research sought to investigate the Schools Network in Full-time State Public Education, in Goiás, established in 2006, aiming to answer the following question: full-time school has consolidated itself as a school of knowledge or host? We used qualitative research that was developed through field research and documentary analysis. Data collection took place through observation and interviews with the management team of the selected schools, specifically with the coordinators and directors of the schools involved in the deployment and implementation of this project. To analyze the data we use as theoretical the following authors: CAVALIERE; COELHO (2002), DEWEY (1979), LIBÂNEO (2003, 2006), MOLL (2012), PARO (1988, 2001), PEREZ GOMEZ (2001), RIBEIRO (1985, 1995, 2009), SACRISTÁN (1999, 2007), SILVA (2010), TEIXEIRA (1950, 1954, 1959, 1971, 1976a, 1976b, 2007). The results obtained from this research are organized into three chapters, which cover the following areas: Chapter I-considerations of schooling and full-time school, explaining the three projects implemented in Brazil, the first by Teixeira, second by Darci Ribeiro and finally the proposed deployment of full-time schooling in the public state education in Goiás, Chapter II - an ethnography of schools selected by three categories, namely: school full time - preparation, training and working conditions; school full-time: the physical space into focus and finally, full-time school: teaching time; Chapter III, with an analysis of the conceptions that guide the school as a full-time school host and concepts that guide the full-time school as a school of knowledge. In this perspective, the results of this research show that the Schools Full-Time Network Public State of Goias face many challenges and the implementation process of these schools has been consolidating a school's host, to the detriment of school knowledge