A matriz curricular da educação em tempo integral na rede municipal de João Pessoa: contribuições para a formação integral

Abstract

Full-time comprehensive education has become a relevant strategy within Brazilian educational policies, aiming at the holistic development of students. In this context, this study aims to analyze how the curriculum of full-time schools in the municipal network of João Pessoa contributes to the holistic development of students, considering the intellectual, social, emotional, physical, and cultural dimensions, starting from the problem of understanding how this curricular organization encompasses the multiple dimensions of human development. This is a qualitative, documentary research study, based on the analysis of normative and pedagogical documents that guide the full-time education policy in the municipality, focusing on the curriculum of the Active Comprehensive Municipal Schools (EMAIs). The study is anchored in theoretical frameworks from the field of curriculum and comprehensive education, with emphasis on Sacristán (2013), Moreira and Candau (2007), Moll (2018), and Pacheco (2005). The results show that, although the curriculum proposal incorporates principles of comprehensive education, such as extending the school day and including components in the Diversified Part, elements persist that indicate the permanence of a traditional curricular logic, marked by the centrality of certain disciplines and the hierarchization of knowledge. Furthermore, tensions are identified between the perspective of comprehensive education and the emphasis on measurable results. It is concluded that the curriculum matrix has the potential to contribute to the comprehensive education of students, but its implementation still faces challenges related to overcoming traditional structures and consolidating pedagogical practices that critically articulate the different dimensions of human development.