A organização do espaço escolar para a educação integral: Percepções sobre uma escola cidadã integral pública

Abstract

Full-time schools have been the target of great debates about the efficiency of this educational model, in terms of economic, administrative, pedagogical and spatial terms. In this way, the work has as general objective to understand the relations between school space and education, in the context of the implantation of an integral school in Paraíba. This major objective of the research is divided into some specific objectives, such as: analyzing students' perceptions about the school space and the implementation of the ECIT modality; to analyze the teachers' perceptions about the school space and the ECIT modality implementation and to analyze the adequacy of the school's physical structure for the functioning of the integral school. The research is exploratory and descriptive with a qualitative approach, being a field research, which is the study carried out in the environment, reality and situation where events occur naturally. A school belonging to the State education network, located in the center of the municipality of Remígio-PB, served as a research field, becoming a pioneer in the integral education system in high school, contemplating students from urban and rural areas. The universe of this investigation is aimed at faculty and students, who work in the integral unit of the state education network. The research data collection instruments were unsystematic observations, photographic records and questionnaires applied to professors and students. In the data obtained, teachers believe that the school space effectively interferes in the teaching-learning process; the perceptions and opinions of the students are sometimes close and coincide with those of the teachers. It can be seen from the students' statements that there is no formalized understanding of the ECIT model, which is justifiable, when we assess that the teachers also had the same difficulty, although they have gone through training and cycles always at the beginning of the school year. In view of the aspects addressed in the present work, it is evident that the ECIT model has been conducted in the school in an incipient way, in which teachers report on the difficulties related to infrastructure, the physical conditions of the school, the professional conditions and the conditions offered by the teachers. rulers.