<b>PRACTICE BEFORE THE EDUCATIONAL POLICIES ON EDUCATION IN FULL-TIME: WEAVING LOOKS
Abstract
To understand the Education Full Time linked to a pedagogical practice that aims at the formation of human beings in all its aspects (physical, ethical, intellectual and emotional), so you need to understand the educational concepts in their epistemological field, historical and cultural and the effectiveness of public policies. Given this statement, we highlight the following research problem: how are woven pedagogical practices and public policies in the perspective of Education Full-time in an educational context of Caxias- MA?, We specify the objective: to analyze the implications of teaching practices from public policy Education Full-Time in the schooling process. The methodological course of this qualitative research, excel as a tool narrative interviews and observations with three subjects that are part of a public school elementary school de Caxias-MA. For theoretical discussion, We base ourselves on authors such as: Sheep (2010); Yus (2009) Cavaliere (2007), Giroux (1997); Nóvoa (1992); Tozetto (2010), among others. According to the results of this research, the curriculum guidelines of Education Full-time are not consolidated, the school researched lacks adequate physical framework for the development of activities of the More Education Program and are not guided in a pre-established menu between displays this program. Therefore, we suggest that the challenges of lack of implementation of more effective public policies for Education Full-time so that they can form critical, reflective and independent students are overcome; these fundamental dimensions for a good performance in contemporary society.
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