Educação Integral e suas histórias: com a voz os professores da Rede Pública de Ensino

Abstract

This work comes from the researcher needs to be able to listen to the teachers of the institutions of Uberaba Municipal Network on their experiences with the Full Time Education Program. It is intended to contribute to the understanding of this agenda from the teachers working experience in full time classes of the initial years of Primary Education. This research aimed to answer the following question: How teachers who work in classes in the early years of a full-time school realize the Integral Education? The work plan has been drawn from the following goals, with the general objective being to analyze the perceptions that school teachers and teachers responsible for the workshops of the early years in full-time school have about the Integral Education. As specific objectives: Understanding the meaning of Integral Education for teachers; Identify, from the narratives of teachers’ teaching experience, the points of convergence and divergence on the pedagogic practice proposed for/by the Integral Education. It was adopted Narrative Interviews (JOVCHELOVITCH; BAUER, 2008; GALVÃO, 2005) as a method for the construction of empirical material, having teachers as informants of their experiences with full-time classes. The following inclusion criteria were chosen for participation in the study: a) work with classes from 1st to 5th year of Integral Education I of the Municipal Education Network Time; b) be or have acted in activities with groups of Integral Education I, from 2014 on; c) be the conductor teacher of the class, Physical Education or the workshops of the axes envisaged for complementary activities. The semi-structured interviews were carried out from the questions: "What is Integral Education for you?" and "Discourse on your educational experience as a conductor teacher of the class/Physical Education teacher/Teacher of the axis of workshops with full-time classes I of the Municipal Education network". To analyze the discourses, the Elaboration Technique and Signified Units developed by Moreira, Simões and Porto (2005) was used. As a result of this research, it was identified the transition in the concept of Integral Education, with different views on teachers’ responses. In their experiments, one highlights as key indicators the motivation and demotivation to work; distancing in the School, Family and Society relationship, highlighting the low complexity among them; changes in professional identity of teachers working in the program; training and material resources deficiencies to the work and discontinuation of the program actions.