O Processo de implementação da Educação integral em quatro Escolas do Ensino Fundamental em Manaus, Amazonas

Abstract

The research investigates the process of implementing the principles of democratic practices as enhancers of Comprehensive Education in the perception of professionals (managers and teachers) of Elementary Education in selected schools of the Public Education System of Manaus. Considering the constant changes in scientific, technological, economical, and social elements influencing societal needs, Education assumes other dimensions and must be rethought to address contemporary challenges. Debates on Comprehensive Education as an approach fostering the constitution of a more active citizen through integrated education across all dimensions have emerged. The main purpose is to contribute to the discussion about democratic practices as potential maximisers of Comprehensive Education in Manaus, where it is relatively unknown. A qualitative study with a phenomenological approach was conducted, involving eight professionals (4 directors and 4 Science and Mathematics teachers) from selected Elementary Education schools of SEMED. Data collection involved audio-recorded interviews and documentary research, including the analysis of the schools' Educational and Political Projects and SEMED's Comprehensive Education plan. Results indicate changes in professionals' perception of Comprehensive Education, incorporating adjustments ranging from curriculum and methodologies to democratic practices based on experiences observed in institutions from other states. Challenges include the lack of knowledge and reference to schools in Manaus. Content analysis reveals democratic practices can be developed involving three dimensions: students, relatives, and teachers. The study identifies teamwork development, learning process improvement as demonstrated by IDEB, and changes in student and professional behaviour as outcomes of this teaching procedure.