A educação em tempo integral no município de Castelo/ ES
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Data
2025-12-17
Autores
Malvestido, Ana Maria Delamerlina
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Universidade Federal do Espírito Santo
Resumo
This research focuses on the implementation of full-time education in the municipality of Castelo, Espírito Santo State, starting with the individuals involved in this action. From this perspective, our main objective is to understand the implementation process of the full-time education policy in the schools of Castelo. To achieve this general objective, it was necessary to establish specific objectives, which consisted of: (i) characterizing the full-time education policy of the Castelo municipal education network in terms of its structure and organization; (ii) analyzing the actions developed by the Municipal Department of Education for the implementation of full-time education; and (iii) understanding the perspective of the teachers involved in the implementation process of full-time education. To develop the research, we conducted a qualitative case study, resulting from the analysis of data produced from consulting documents, such as legislation related to full-time education, the Municipal Education Plan, the National Education Plan, the Law of Guidelines and Bases of National Education, and the Political Pedagogical Project of schools that offer Full-Time Education. Semi structured interviews, subjected to analysis using the content analysis technique grounded in Bardin’s perspective (1977), were adopted as data production instrument content analysis technique as a data production instrument. We opted to adopt the socio-historical perspective of comprehensive education, which treats the school as the central point of the formal and systematic learning process, anchoring the discussions in the main authors Coelho (2009, 2014, 2016), Cavaliere (2014) and Saviani (2003). With this work, we identified results that reveal a still superficial understanding of the meaning of comprehensive education in its entirety. We observed the predominance of a welfare-oriented conception of education, to the detriment of a perspective focused on integral human development and the acquisition of systematized knowledge. Furthermore, school infrastructure still needs adjustments to meet the demands of a truly comprehensive, rather than fragmented, education. Faced with these political, social, and educational challenges, we critically analyzed how the transition to comprehensive and full-time education relates to the dynamics of these contexts, understanding it as a process that goes beyond simply extending school hours and implies the restructuring of pedagogical practices, infrastructure, and the purposes of public schools. We emphasize that this research is relevant to education,
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Educação integral , Ensino fundamental , Tempo integral , Comprehensive education , Elementary education , Full-time education