Banca de DEFESA: SAMANTA GABRIELY ALVES DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : SAMANTA GABRIELY ALVES DOS SANTOS
DATE: 31/10/2023
TIME: 10:00
LOCAL: Sala Virtual CAA
TITLE:
KEY WORDS:

MEANINGS OF SCHOOL; COMPREHENSIVE EDUCATION
PROGRAM; COMPREHENSIVE EDUCATION; FULL-TIME SCHOOL.

PAGES: 99
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Our research discusses the meanings of school constructed by teachers at a
full time school in the initial years of the Integral Education Program in the city
of Caruaru/PE. To this end, we ask ourselves: what are the meanings of school
constructed by teachers based on the experience with the Full-Time School of
the Comprehensive Education Program aimed at the Early Years of Elementary
Education in the city of Caruaru/PE? In this way, we aim to understand what
teachers of the Comprehensive Education Program for the Early Years of
Elementary School in the city in question think about school. To achieve our
research problem, we list the specific objectives: (1) problematize the
pedagogical and management model of the Integral Education Program adopted
by the city of Caruaru/PE, Escola da Escolha; (2) know the meanings of school
based on the experiences of teachers in the context of the Comprehensive
Education Program; (3) analyze the meanings of school constructed by teachers
based on their experience with full-time school. As a basis for our reflections, we
discuss the Program's relationship with the neoliberal perspective of education
and the policy of public-private partnerships with theoretical support from the
authors Rossi, Lumertz and Pires (2017), Laval (2019), Araújo (2020 ); Regarding
full-time and full-time education, we discussed with Pestana (2014), Gadotti
(2009), Cavaleire (2002), (2014), Fank and Hutner (2013), among others; and we
reflect on the School from the authors Masschelein and Simons (2021a) and
(2021b), Kennedy and Kohan (2014), Biesta (2018). Our methodological
approach was based on GASPAROTTO; MENEGASSI (2016) and ANDRÉ
(2010). To construct the data, we used observation, field diary, informal
conversations, questionnaire and semi-structured interviews. The research
subjects are 13 teachers, including reference teachers and specialists from the
initial years. Through the construction of data, we understand that the ICE Integral
Education Program, although it presents in its pedagogical and management
model principles that are interconnected with integral education, has represented
a movement of business people interested in public schools, which are based on
discourses of a full-time comprehensive education to reproduce their neoliberal
interests at school. However, the teachers interviewed point out meanings of
school constructed from relationships with school time that break, in a certain
way, with the productivist logic, considering school as a space for learning,
sharing, coexistence and listening to students, attributing through its possibilities
in everyday school life, a quality to time. In this way, the figure of teachers
presents itself as possibilities for resistance and (trans)formation of social
subjects.

COMMITTEE MEMBERS:
Presidente - 1328163 - CARLA PATRICIA ACIOLI LINS GUARANA
Interna - 2299922 - CONCEICAO GISLANE NOBREGA LIMA DE SALLES
Externa ao Programa - 2230648 - MARIA FABIANA DA SILVA COSTA - null