Educação Integral: reivindicação da experiência nos tempos e saberes pelos estudantes de Itaboraí

Abstract

Integral Education is seen in current discourses as possibility to achieve better quality of education. This idea in Brazilian education is based on full-time proposals suggested in the 1930 by Anísio Teixeira and in the early 1980 by Darcy Ribeiro, constituting the works of these authors, the conceptual basis for our study. The way in which the right to education has been implemented has not given to Brazilian public schools an appeal to keep students in school space. The present study aims to identify school activities which promote experiences that awaken students ' interest in the teaching-learning process, in order to contribute to the integral education. In this perspective, we are interested in analyzing the contribution of the More Education Program , which presents itself as a chance to reinvent the Integral education by expanding the functions of the school. However, with increased commitments, the program reveals contradictory aspects and becomes the target of criticism. In order to reflect about the contradictions that guide the educational process, we review the model of Integral education in light of Dewey's concept about experience. On our reflexive route, we seek a dialogue with the writings of Jorge Larrosa which, today, is an important reference to deepen the discussionabout the existing gap between the size of specific languages of knowledge and school practices. His considerations allow us to better reflect on the likely reasons for the experience become increasingly rare in our lives and, in particular, in school life. The curriculum issuedeserved to point out that the current educational model still focuses on the cognitive aspects to the detriment of many others that, without recognition, they become resistance factors. In turn, full-time education is closely related to integral education. They are sometimes considered the same. We addressed the multifaceted aspect of time so that we could consider the synchrony between students time and the time regulated by the school. Focusing on the students ' voices, we adopted as tools of search the inventories of knowledge adapted from Bernard Charlot, socio-economic profiles, as well as the data collection from interviews to students and other actors involved in the educational process in the context of two schools of the municipality of Itaboraí: one with proposal for Integral education through More Education Program and another with proposal drawn up by the municipality itself. The issue of oral culture assumed relevance in the analysis of the results, because revealed cause the activities that aroused greater interest of students in relation to activities linked to the written culture