As práticas pedagógicas nas escolas de tempo integral do município de Curitiba (1988-2017)

Abstract

The objective of this research is the pedagogical practices of the public schools of the municipality of Curitiba. The research is justified by the fact that this modality of school is a trend in the current Brazilian Education, with the possibility of carrying out studies in different areas. The general objective is to investigate the pedagogical practices developed in full-time schools of the Curitiba municipal school system, highlighting those that contributed most to the improvement of teaching and learning quality. It is a historical research that will have the following specific objectives: 1) characterize the historical, economic, political and social context in which full-time schools were implemented; 2) to collect data that characterize pedagogical practices within the established time frame (1988 to 2017); 3) to analyze the changes and permanences in the pedagogical practices developed in these schools. For this purpose, a documentary survey was carried out with the Municipal Public Archives, in order to know the initial project of implantation of this modality of school and the elements that compose the pedagogical practices developed in the first years of the full time school in the municipality, besides check the archive of full-time schools. Semi-structured interviews were also conducted with the subjects selected for the research. Some theoretical references that base this research refer to ARROYO, BORDIEU, CAVALIERE, ESCOLANO, FRAGO, FREIRE, GADOTTI, GUARÁ JULIA, SAVIANI and VEIGA. The guiding question seeks to answer the result of the full-time school experience in Curitiba to improve the teaching and learning process? The work is structured in four chapters: the first presents a history of the full-time school in Brazil and an experience of each region. The second deals with the initial project and pedagogical practices of the first years of implementation of the full-time school in Curitiba. The third chapter deals with the Beta Comprehensive Education Center, focusing on school time and space, faculty, student body, publication (newspaper), curriculum, knowledge, learning, norms and pedagogical practices. Finally, the fourth chapter refers to the permanences and changes in the pedagogical practices developed during the period investigated, considering the dimensions: curriculum and pedagogical proposal, time, space and teacher profile.