Educação integral de tempo integral: a concepção dos sujeitos participantes do Programa Mais Educação no município de Oriximiná – Pa.

Abstract

This dissertation is the result of research which has the central theme of Integral Education. For rooting of the public policy of Integral Education in Brazil, to the More Education Program (SME), established by the interministerial ordinance 17/2007, establishes as a strategy of the federal government that proposes a conception of Education Full-time fullcharacter cross, the promoter of the enlargement of the dimensions: time, space, and educational opportunities. In the contexts of practice, where the program if effective, the design of Integral Education has been defined from various aspects and interpretations. Thus, through a qualitative approach of the type exploratory, aimed to understand the conception of Full-time Education full-time of managers and teachers in the community, participating in the Program More Education in the elementary schools of the municipal public service, the urban area in Oriximiná-Pa,‟in the period from 2010 to 2015, from the study of the More Education Program. For both, walked the path of research through bibliographical research, documentary research, and field research. The data collection took place in two schools, with two Managers and two faculty community through a combination of the techniques of semistructured interviews and a questionnaire.It was used as a method for data analysis, content analysis based on Bardin, among others. It was indicated in the results that the managers and teachers in the community, express a conception of Integral Education that assigns the school the role of preparation for life in society, reflecting a lack of conceptual and theoretical. Realize that a school full-time as a fundamental condition for the implementation of the Integral Education which bind to the assistance to the less fortunate and point to the space intraescolar, as preferred for carrying out the activities, socio-educational, with a view to full training. It was concluded that this perspective establishes a relationship of detachment between the school, family, society, and the government pointing to an education whose actions isolated disfavor the full training as well as to remove accountability of the social actors of the educational process.