Educação Integral em Tempo Integral

As concepções presentes na prática docente em uma escola municipal de Ensino Fundamental

Bibliographic Data

ID3949325
AuthorsJoselaine Aparecida Campos (0000-0001-7775-3906, Universidade Estadual de Ponta Grossa), Gilmar De Carvalho Cruz (0000-0001-6626-0727, Universidade Estadual de Ponta Grossa)
Year2020
Volume15
Pages1-12
Publication date2020-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePraxis Educativa (JOURNAL)
Journal identifiersISSN: 1809-4031 • E-ISSN: 1809-4309
PublisherUniversidade Estadual de Ponta Grossa (UEPG) (PUBLISHER)
DOI10.5212/praxeduc.v.15.16336.102
OpenAlexW3108969256
LanguagePT
Citations received1
References cited2

The objective of this work is to apprehend the conceptions regarding Full-Time Integral Education in the context of teaching practice in an Elementary School in the city of Ponta Grossa-Paraná-Brazil. The methodological referral corresponds to the case study with the qualitative analysis of the data. Eighteen teachers from the 1st and 2nd Cycles of Elementary School (1st to 5th grade) were research subjects. Data were collected in the period between May and June 2018 through a questionnaire via Google Forms. The empirical data revealed the insufficiency, lack and, at times, the non-existence of specific initial and continuing training in Full-Time Integral Education with a focus on the expansion of time and the educational spaces added to a concept of Integral Education. Keywords: Full-Time Integral Education. Teaching practice. Elementary School. Public school

Geography · Mathematics education · Pedagogy · Sociology · Diverse Education Studies and Reforms · Environmental Sustainability and Education · Psychology · Rural and Ethnic Education

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