A percepção dos professores sobre a escola de tempo integral: o caso do CEPI AMÉLIA ISSA

Abstract

This work aimed to analyze the teachers perceptions about the Public School of Integral Time (ETI) with the object of study Amelia Issa Integral Education Center, located in Orizona-Go, belonging to the State Educational Network of Goiás. qualitative nature was carried out from the perspective of a case study and had as methodology the documentary analysis, the natural participant observation and the application of questionnaires to the teachers of the investigated school. The data 1 Mestrando em Conservação de Recursos Naturais do Cerrado pelo Instituto Federal Goiano e graduado em Licenciatura em Ciências Biológicas pela mesma instituição. É professor vinculado à Secretaria Municipal de Educação de Orizona na condição de assessor administrativo. [email protected] 2 Doutora em Educação pela Universidade Federal de São Carlos (UFSCAR), professora do Instituto Federal Goiano. [email protected] Volume, 15, número1, ano 2019 2 showed that most teachers consider the TSI much needed in the school context, although their perceptions still point to assistentialist brands that support this conception. We also note the precariousness of working conditions regarding the lack of specific spaces for the execution of varied activities, which implies the reorganization of spaces and turmoil in school. We conclude that the state exerts a tenuous action regarding the subsidies for maintenance of this school organization. Therefore, our findings emphasize that it is not enough to extend the school day regarding the workload, it is necessary that there be appropriate physical spaces and pedagogical resources for the improvement of this school organization as a public policy.