Ensino de tempo integral: um estudo de caso em uma escola pública de teresina, Piauí

Abstract

The full-time education program has been slowly implemented in public schools, as it encounters a variety of problems, among which the economic, structural and professional ones stand out. In addition to these problems, many of the schools that have been set up have not responded to this teaching proposal. The aim of this research was to conduct a study on full-time teaching as to the aspects that interfere with students' performance in a public school in Teresina Piauí. The research was carried out at the State Full-Time Center Helvídio Nunes, with a total of 57 students, nine professors and a manager. The research method was quali-quantitative, with the use of a questionnaire as an instrument for collecting data from students and teachers and interviewing the school manager. Observations and records of teaching practice in the classroom were also made. After analyzing the results, it was possible to find multiple factors that are associated with the students' academic performance and when we looked at the full-time teaching proposal, it was not possible to observe the fullness of this proposal in the field school of this study. Some suggestions pointed out by the researched teachers can be managed by themselves, such as the need for a more dynamic teaching with the development of alternative projects and methodologies. Consummate that the school still does not meet the proposals of full-time education, aligning the lack of interventional activities, and integration of the curriculum. This study highlighted the need for specific continuing education for teachers working in Full-Time Schools, as well as the difficulties faced by students who want to study and work.