Investigando a educação integral em escolas estaduais do sul de Minas Gerais

Abstract

The public policies developed for the Full-Time Education Program in Minas Gerais, in accordance with federal laws, claim to have the intention of promoting the comprehensive education of students in all its aspects, whether cognitive, social, or emotional. In view of this, this dissertation aimed to investigate the public policy of full-time education, seeking to understand its foundations and how it is being implemented in four high schools within a Regional Superintendency of Education located in southern Minas Gerais. As specific objectives, the proposal was to analyze Full-Time Education from the perspective of normative and directive bodies, such as the Ministry of Education (MEC) and the State Secretariat of Education of Minas Gerais (SEE/MG), in addition to answering the questions: How is teaching practice carried out in the integrative components of the diversified part, which the teacher assumes to complement the workload of their position? What are the challenges faced by some schools in this region? And what is being done? The justification for conducting the research is the need to understand how this policy is being applied in these schools and to identify strategies that can improve its effectiveness. Given this, the methodology involved a bibliographic research on the subject, based on authors such as José Carlos Libâneo, João Ferreira de Oliveira and Mirza Seabra Toschi (2009), Vitor Henrique Paro (2008), Lígia Martha Coimbra da Costa Coelho (2009; 2023) and Ana Maria Cavaliere (2002 - 2010). A documentary research of legislation that constitutes the program was also carried out, such as Law 14.640/2023 and the Resolutions and Guiding Documents of Minas Gerais aimed at standardizing comprehensive education since 2018, as well as field research, through questionnaires applied to teachers and managers, and analysis of reports from the 1st Cycle of Formative Monitoring 2024 from four schools under the jurisdiction of the Regional Superintendence of Education, to understand how they view full-time education. It is expected that the analyses carried out will serve as a point of reflection and assist those involved in improving the overall implementation, the quality of the offer, reducing dropout rates, and promoting the integral development of students. Also contributing is the educational product developed, a Glossary of Comprehensive Education, composed of the main expressions, technical terms, and concepts related to this field. Therefore, it is considered that this research may have significant implications for the area of comprehensive education, also at the state level, since it can serve as a document for analysis and study on the implementation of full-time education policies and their challenges in a specific, but not exclusive, regional context.