A escola de Tempo integral e a formação de professores/as: investigando caminhos no Programa Escolas do Amanhã

Abstract

Full time school programs, with their various dimensions and constitutive aspects, have become relevant in the debate about quality of education. They have composed and structured the contemporary national agenda for the country s public education policies formulation and it is considered to be a mandatory aspect of the new trends to implement those policies.The foundations for full time education development have been growing since the 1988 Federal Constitution, which declared education as a social right and established norms of protection to children and teenagers, supported by the Children and Adolescent Statute (ECA) 069/90. More than time spent in class, the full time education program aims to build a qualified space for citizenship development and learning. In order to achieve this goal, it is necessary to implement a public policy built democratically, rather than maintain a disorganized set of different attitudes in the distinct areas involved. In view of that, this search intends to reflect upon teacher formation, regarding the concepts and practice of full time education in Programa Escolas do Amanhã (a Program for schools with high dropout rates in areas which suffer from social conflicts at SME/RJ). The study is being carried out in two Rio de Janeiro municipal schools inserted in the aforementioned project. This selection criteria was to choose from 101 CIEPs of the SME/RJ and it is based on the investigation perspective of two schools which have been established during the I Programa Especial de Educação dos CIEPs (I CIEPs Special Program of Education) and which have been inserted into the Programa Escolas do Amanhã as well as being part of the Mais Educação program by the Federal Government at this moment of extension to full time education. Moreover, we believe in the possibility that, in due time, as the relation between education and formation is analyzed and discussed, it will be feasible to organize teaching practices which encourage thinking from several points of view, including the dynamics of full time education, and the variety of possible interpretations of social and historical elements by these subjects