Os desafios da formação docente em nível médio numa escola de horário integral: o caso do colégio estadual Julia Kubitschek

Abstract

The central point of this dissertation is anchored in the need for adapta-tion of professionals who lecture to teachers of the early years of Normal Schools, given the implementation of a full-time program and the consequent changes in the school curriculum, using the the State School Julia Kubitschek as the research field. Having on its board of teachers, lecturers with extensive experience in training other teachers and other graduates, this school lives since 2010, a possible identity conflict. On the one hand we see contrasts and differentiated knowledge on vocational training undergone by teachers in the twenty-first century, on the other hand we witness young students, mostly in doubt about their career choices, and the political-pedagogical project of the institution which had to adapt to the full-time curriculum with a new set of de-mands. In this sense we understand that the full-time school should not be a place where the student has an increased workload due to the increase in the time that that same student stays in school but rather a place that seeks the full preparation of the aforementioned student. Thus, we will work with the design of comprehensive education, having in mind that that training of future teach-ers has to happen in multiple dimensions: psychological, emotional and politi-cal, among other possible fields. To execute this study, we chose the qualita-tive research method because we recognize its exploratory nature since it en-courages interviewees to think freely about the subject being analyzed. In the data collection process, I will use questionnaires, interviews, indirect observa-tions with ten teachers who worked in the school during the period of imple-mentation of the full-time curriculum and 10 former students who lived the first years of curriculum change and went on to follow the teaching profession. From the theoretical and conceptual point of view I will take as reference the studies CANDAU (2009); CANARIO (2001); COELHO (2009); PIMENTA (2006), TARDIF (2004) and PARO (2011), MOREIRA (2001) and MOLL (2011) among others, due to its thoughts on the training of teachers, and disagreements in the drafting of the curriculum.