Banca de DEFESA: GLAUCILENE SEBASTIANA NOGUEIRA LIMA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : GLAUCILENE SEBASTIANA NOGUEIRA LIMA
DATE: 05/12/2023
TIME: 14:30
LOCAL: https://meet.google.com/ynq-dahy-iua
TITLE:

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KEY WORDS:

 Belterra. Integral education. Amazon. Historical-Critical Pedagogy. Full-time education. Educational policies.

PAGES: 203
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Planejamento e Avaliação Educacional
SPECIALTY: Política Educacional
SUMMARY:

The study aimed to analyze the actions that induce integral education implemented in the municipality of Belterra/PA in the period from 2009 to 2020. Education here is understood in the historical movement of society and in the perspective of Historical-Critical Pedagogy (PHC). In the methodological procedures, the survey was carried out, followed by the analysis of studies that discuss public educational policies and the relationship of educational times and spaces related to Integral Education. Documentary analysis for the appropriation of the theoretical aspects of the policy, the organizational structure, the financing, the technical-pedagogical, institutional, operational and legal structure of the programs and projects of the actions that induce integral education through legislation, plans (national and municipal), documents from the public domain, statistical data, census, available on MEC websites,  from Inep, IBGE, reports from Fapespa, the PNE Observatory, Todos pela Educação, Educacenso. The empirical documentary research revealed that in Belterra the More Education Program (PME) was implemented in 2012 and, as of 2016, the New More Education Program (PNME) contradicts one of the characteristics of education, since, for learning to happen, continuity is necessary. Integral education is developed in the municipality of Belterra through specific actions, aimed at elementary school II (5th to 9th grade) working from the perspective of extending the time the student stays in school, without taking into account the real organizational, pedagogical and structural conditions of the reality in which it is inserted, thus hurting the precept defended by PHC,  that education, in order to be comprehensive, must take place in all stages of the individual's schooling in a continuous and permanent process, in which the extension of time needs to consider the expansion of the formative precepts. We believe that integral education cannot be limited to specific actions and without the support of a pedagogical theory. In this sense, we defend the following thesis: Integral education requires permanent actions and the support of a pedagogical theory. Thus, historical-critical pedagogy, by focusing on omnilaterial and emancipatory education, constitutes an alternative for the realization of integral education. The results show that the programs that induce full-time education in the municipal public network of Belterra present a lack of continuity in actions and the absence of a pedagogical theory that can lead to an integral education in the perspective of emancipatory, omnilateral education, as announced by the Historical-Critical Pedagogy. In this way, we believe that it is possible to overcome the gaps, with the implementation of a public policy focused on integral education, in addition to the extension of the school day. And in which PHC constitutes a reference for the actions developed from the programs.

 

COMMITTEE MEMBERS:
Presidente - 1524433 - MARIA LILIA IMBIRIBA SOUSA COLARES
Interno - 1153153 - ANSELMO ALENCAR COLARES
Externo ao Programa - 324704 - EDILAN DE SANT ANA QUARESMA - UFOPAExterna à Instituição - MARIA DE FÁTIMA MATOS DE SOUZA - UFPA
Externo à Instituição - PAULINO ORSO
Externa à Instituição - ROSILENE LAGARES - UFT