Escola de tempo integral no ensino médio e ressignificações do espaço/tempo escolar : limites e possibilidades

Abstract

In this work, a study was carried out on the Full Time School in High School and the resignification of school space/time: limits and possibilities. The research was carried out at Escola Estadual Instituto de Educação do Amazonas, which proposes in its Political Pedagogical Project to promote the integral and academic formation of students for the full exercise of citizenship in a critical and responsible way, capable of producing and sharing knowledge, transforming it in learning that favors social and cultural growth, valuing the educational process as a human and transforming instrument. The study starts from the thesis that there are re-significations of the school for students and teachers from the changes in school space/time, in the implementation of the full-time school, at the Instituto de Educação do Amazonas (IEA). In order to carry out this research, we initially sought to situate the context of the emergence of the theme integral education, to understand the studies carried out on the theme in Brazil and its consequences for the creation of the Escola de Tempo Integral, from the conceptions of a full-time school present in several authors. Next, we seek to understand the perception of the actors involved in the teaching and learning activities in the School Institution researched, through the application of a questionnaire with open questions to teachers and students. Data analysis, collected through questionnaires, was performed through content analysis, supported by the theoretical frameworks built during the study. At the end, we briefly present our considerations about what was collected during the research process. And, as a result, we can say that there was confirmation of the thesis defended.