scholarly journals DESAFIOS DA GESTÃO DA ESCOLA DE TEMPO INTEGRAL

2017 ◽  
Vol 24 (3) ◽  
pp. 72
Author(s):  
Maria Lília Imbiriba Sousa Colares ◽  
Adriana Oliveira Dos Santos Siqueira
Keyword(s):  
Content Analysis ◽  
Education Program ◽  
Management Practices ◽  
Structured Interview ◽  
School Management ◽  
Participatory Management ◽  
Full Time ◽  
Democratic Management ◽  
De Se ◽  
Integral Education

 Este artigo aborda a gestão da educação em escola de tempo integral. Objetiva analisar as concepções e práticas de educação integral e sua implicação nas ações dos gestores de escolas que desenvolveram o Programa Mais Educação (PME) da Rede Municipal de Ensino de Santarém-Pará, no período de 2009 a 2015. A pesquisa foi desenvolvida em três escolas, envolvendo seis gestores. Para o levantamento das informações se utilizou como ferramenta a entrevista semiestruturada. O tratamento das informações foi realizado por meio da técnica de análise de conteúdo de Bardin (2011). Identificamos, por meio da análise, pouca clareza dos gestores escolares sobre as concepções de educação integral que norteiam suas práticas, além de revelar insipiente conhecimento sobre os fundamentos teóricos que orientam o PME. As práticas de gestão participativas apresentaram avanços como a construção do Projeto Político-pedagógico, a participação do conselho escolar e a ampliação da participação de pais e da comunidade, mas os discentes são excluídos do planejamento e das decisões da gestão escolar. A pesquisa demonstra, ainda, a necessidade de se estabelecer o debate nos espaços escolares sobre a educação integral e as práticas de gestão democráticas.Palavras-chave: Educação integral. Programa mais educação. Gestão escolar.CHALLENGES OF MANAGEMENT OF FULL-TIME SCHOOL Abstract: This article discusses the management of education in school full-time. Objective analyze the conceptions and practices of integral education and your involvement in the actions of managers of schools that developed the program More education (PME) of Municipal de Ensino de Santarém-Pará, in the period from 2009 to 2015. The survey was developed in three schools, involving six managers. For the removal of information is used as a tool the semi-structured interview. The treatment of information was conducted by means of the technique of content analysis of Bardin (2011). Identify, through the analysis, unclearness of school managers on the conceptions of integral education that guide their practices, as well as reveal incipient knowledge on the theoretical fundaments that guide the PME. Participatory management practices presented as advances the construction of the pedagogical political project, the participation of the School Board and the expansion of participation of parents and the community, but the students are excluded from planning and management decisions. The research demonstrates the need to settle the debate in school spaces on the integral education and democratic management practices.Keywords: Integral education. More education program. School management. DESAFÍOS DE LA GESTIÓN DE LA ESCUELA A TIEMPO INTEGRALResumen: Este artículo aborda la gestión de la educación en la escuela a tiempo integral. Objetiva analizar las concepciones y prácticas de la educación integral y su participación en las acciones de los administradores de escuelas que desarrollaron el programa más educación (PME) de Ensino Municipal de Santarém-Pará, en el período comprendido entre 2009 y 2015. La investigación fue desarrollada en tres escuelas, que implica a seis gerentes. Para la levantamiento de la información se utiliza como herramienta la entrevista semi-estructurada. El tratamiento de la información se realizó mediante la técnica de análisis de contenido de Bardin (2011). Identificamos, a través del análisis, falta de claridad de los gestores de la escuela sobre los conceptos de educación integral que orientan sus prácticas, así como revelar conocimiento incipiente sobre los fundamentos teóricos que guían a los PME. Gestión participativa prácticas presentadas como avances la construcción del proyecto político pedagógico, la participación de la junta escolar y la ampliación de la participación de los padres y la comunidad, pero los estudiantes están excluidos de las decisiones de planificación y gestión. La investigación demuestra la necesidad de resolver el debate en espacios escolares en la educación integral y gestión democrática.Palabras clave: Educación integral. Programa más educación. Gestión de la escuela.         

scholarly journals CONDIÇÕES DE TRABALHO DOCENTE NA ESCOLA PÚBLICA DE TEMPO INTEGRAL

2020 ◽  
Vol 17 (1) ◽  
pp. 26-48
Author(s):  
Samanta Antunes Kasper ◽  
Renata Portela Rinaldi
Keyword(s):  
Public School ◽  
Working Conditions ◽  
Education Program ◽  
Field Research ◽  
Structured Interview ◽  
Teacher Participation ◽  
Full Time ◽  
Teacher Working Conditions ◽  
Integral Education ◽  
Teacher Work

This article is an excerpt from the Master's research entitled “Malaise in teacher work in full-time public school” that addresses the complexity of teacher malaise among teachers in the public school system through the Cidadescola Integral Education Program in the municipality of Presidente Prudente. We aimed to investigate and analyze the working conditions of teachers who work full-time in the refered Program. The qualitative approach was used as the methodological design of the study, more specifically, the field research. As instruments of data collection the questionnaire and the semi-structured interview were used. The data analysis procedure was based on the proposal of Miles, Huberman and Saldaña (2014), systematized through 1) data condensation, (2) data display, and (3) conclusion drawing/verification. The results showed that three categories related to teacher working conditions prevailed, namely: teacher participation in the process of implementation of the Cidadescola Integral Education Program; school infrastructure and teacher work development and organizational, social and economic conditions of teachers. We concluded that teacher working conditions at the Cidadescola Program demand some improvement. It is necessary to pay attention to the relationship between working conditions and effects on teachers’ health, suffering at work and teachers' quality of life.

scholarly journals Full-time education: A brief overview

2020 ◽  
pp. 33-51
Author(s):  
Kátia Gonçalves Dias
Keyword(s):  
Length Of Stay ◽  
Literature Review ◽  
Education Program ◽  
Public Policies ◽  
Descriptive Study ◽  
Full Time ◽  
Comprehensive Education ◽  
Integral Education ◽  
History Of ◽  
And Training

Integral education is an important part of the history of citizenship, therefore, of man, and, thus, it is a theme that has been deeply discussed and its concepts reworked over the years. This proposal aims to discuss and reflect, from a literature review, on the Full-Time Education Program. This is a bibliographic and descriptive study. It is hypothesized that in order for education to be, in fact, integral, only to increase the length of stay in school does not entail integral education. Considering this context, the article will deal with the paths taken by comprehensive education, focusing on this program. The fact that integral education, even today, even if it has become popular, is a challenge for the country, due to the lack of resources and training of teachers in most schools, which justifies the relevance of the study. Public policies on the theme will be presented and how this proposal has been consolidated in Brazil.

PROGRAMA MAIS EDUCAÇÃO (BRASIL) EM DIÁLOGO COM O PROGRAMA ESCOLA A TEMPO INTEIRO (PORTUGAL): DISTANCIAMENTOS E APROXIMAÇÕES

2018 ◽  
Vol 1 (1) ◽  
pp. 35
Author(s):  
Elisangela Maria Pereira Schimonek
Keyword(s):  
Education Program ◽  
Basic Education ◽  
Legal Framework ◽  
Social Contexts ◽  
Full Time ◽  
Education Policies ◽  
9Th Grade ◽  
Mainland Portugal ◽  
Documentary Analysis ◽  
Integral Education

Resumo: Considerando os díspares contextos políticos e sociais do Brasil e Portugal, as significativas diferenças na organização e abrangência dos Programas Mais Educação e Escola a Tempo Inteiro, não tivemos como objetivo promover um estudo comparado dos mesmos, mas realizar uma análise dessas políticas de educação em tempo integral, dialogando com ambas, apontando algumas similaridades e divergências. O Programa Mais Educação destinou-se às escolas de ensino fundamental (1.º ao 9.º ano) de baixo Ideb e/ou situadas em regiões de vulnerabilidade social e promoveu a seleção dos educandos de acordo com critérios definidos em seus documentos oficiais. O Programa Escola a Tempo Inteiro abrangeu a totalidade das escolas/ educandos de Portugal Continental de 1.º ciclo (1.º ao 4.º ano) do ensino básico. O estudo analisou os Programas considerando: o enquadramento legal, a justificativa dos governos para sua implantação, a operacionalização e público-alvo/ abrangência, os tempos e espaços educativos, o currículo, profissionais envolvidos e fontes de recursos. Tratou- se de um estudo qualitativo, apoiado em revisão bibliográfica e análise documental, que investigou dois Programas governamentais, com organizações diferenciadas, mas com a mesma intenção: garantir a melhoria dos resultados educacionais, como meio de diminuir as desigualdades educacionais entre os educandos, ainda que para isso, tivesse que admitir a presença do setor privado em sua implantação e compartilhamento de ações. Palavras chave: Educação integral; Programa Mais Educação; Programa Escola a Tempo Inteiro.   Abstract: Considering the disparate political and social contexts of Brazil and Portugal, the significant differences in the organization and scope of the More Education and School Full Time Programs, we did not aim to promote a comparative study of them, but to carry out an analysis of these education policies in full time, dialoguing with both, pointing out some similarities and differences. The More Education Program was aimed at elementary schools (1st to 9th grade) from low Ideb and / or located in regions of social vulnerability and promoted the selection of students according to criteria defined in their official documents. The School Full time Program covered all the schools / students in mainland Portugal from 1st cycle (1st to 4th year) of basic education. The study analyzed the Programs considering: the legal framework, the justification of the governments for its implementation, the operationalization and target audience/ scope, the educational times and places, the curriculum, professionals involved and sources of resources. It was a qualitative study, supported by a bibliographical review and documentary analysis, that investigated two governmental programs, with different organizations, but with the same intention: to guarantee the improvement of educational results, as a way to reduce educational inequalities among learners, even if it had to admit the presence of the private sector in its implementation and sharing of actions. Keywords: Integral education; More Education Program; School Full Time Program.

scholarly journals Educação (em tempo) Integral: o Programa Mais Educação numa escola do campo no município de Corumbá/MS

2019 ◽  
Vol 4 ◽  
pp. e5387
Author(s):  
Geraldo Garbelini Neto ◽  
Anamaria Santana da Silva
Keyword(s):  
Rural Education ◽  
Education Program ◽  
Basic Education ◽  
School Management ◽  
Educational Activities ◽  
Mato Grosso ◽  
Palabras Clave ◽  
Integral Education ◽  
Politica Educativa ◽  
Mato Grosso Do Sul

O presente artigo é parte da pesquisa de Mestrado realizada junto ao Programa de Pós-graduação em Educação, da Fundação Universidade Federal de Mato Grosso do Sul, Campus do Pantanal. O objetivo é analisar as práticas educativas desenvolvidas no Programa Mais Educação (PME) com relação à proposta que o normatiza e a da Articulação “Por uma Educação do Campo” e como se apresentam as contradições na realidade da escola do campo no município de Corumbá/MS, no que concerne a implantação do Programa e execução de suas atividades educacionais. No decorrer da pesquisa perseguimos aproximar ambas as propostas educativas: Educação do Campo (EC) e Educação (em tempo) Integral (PME). A pesquisa empírica foi constituída de entrevista: com a gestão escolar (01), coordenação pedagógica (02), e monitores (05) que ministraram as atividades educacionais. Os resultados apontam que os documentos da EC e do PME estiveram à margem do processo de materialização de tal proposta educativa, assim como, também não aconteceu com base nas reflexões advindas dos estudiosos da área. Palavras-chave: Política Educacional, Programa Mais Educação, Educação do Campo, Educação no Campo, Educação Básica.   Education (in time) Full: the Program More Education in a rural school in the municipality of Corumbá/MS ABSTRACT. This article is part of the Master's researchi carried out with the Postgraduate Program in Education, Federal University of Mato Grosso do Sul, Pantanal Campus. The objective is to analyze how educational practices in the More Education Program (MEP) in relation to the proposal that regulates the Articulation "For an Education of the Rural" and that present themselves as contradictions in the reality of the school of the rural in the municipality of Corumbá/MS, that refers an implantation of the Program and execution of its educational activities. In the course of the research we seek to near both educational proposals: Rural Education (RE) and Integral Education (in time). The empirical research consisted of interviews: with school management (01), pedagogical coordination (02), and monitors (05) who ministered to educational activities. The results show that the documents of RE and MEP were on the margins of the process of materialization of this educational proposal, just as it didn’t happen on the basis of the reflections of scholars in the area. Keywords: Educational Politics, More Education Program, Education of the Rural, Rural Education, Basic Education.   Educación (en tiempo) Integral: el Programa Más Educación en una escuela del campo en el municipio de Corumbá/MS RESUMEN. El presente artículo es parte de la investigación de Maestríai realizada junto al Programa de Postgrado en Educación, de la Fundación Universidad Federal de Mato Grosso do Sul, Campus do Pantanal. El objetivo es analizar las prácticas educativas desarrolladas en el Programa Más Educación (PME) con relación a la propuesta que lo normaliza y la propuesta de la Articulación "Por una Educación del Campo" y como se presentan las contradicciones en la realidad de la escuela del campo en el municipio de Corumbá/MS, en lo que concierne a la implantación del Programa y ejecución de sus actividades educativas. En el transcurso de la investigación buscamos aproximar ambas propuestas educativas: Educación del Campo (EC) y Educación (en tiempo) Integral (PME). La investigación empírica fue constituida de entrevista: con la gestión escolar (01), coordinación pedagógica (02), y monitores (05) que ministraron las actividades educativas. Los resultados apuntan que los documentos de la EC y del PME estuvieron al margen del proceso de materialización de tal propuesta educativa, así como tampoco ocurrió en base a las reflexiones provenientes de los estudiosos del área. Palabras clave: Política Educativa, Programa Más Educación, Educación del Campo, Educación en el campo, Educación Básica.  

scholarly journals EDUCAÇÃO INTEGRAL E ESCOLAS DE TEMPO INTEGRAL: caminhos da produção acadêmica nacional

2021 ◽  
Vol 28 (2) ◽  
pp. 392
Author(s):  
Nadiane Feldkercher ◽  
Daniela Pederiva Pensin
Keyword(s):  
Public Education ◽  
Management Practices ◽  
Qualitative Approach ◽  
Full Time ◽  
School Of Education ◽  
Education Policies ◽  
Academic Production ◽  
Integral Time ◽  
Integral Education ◽  
Change Of Perspective

Com o objetivo de compreendermos as possibilidades e os desafios que envolvem a educação integral em escolas de tempo integral, desenvolvemos uma pesquisa documental, cujos dados levantados e analisados são as bases sobre as quais sustentamos este artigo. A pesquisa adotou a abordagem qualitativa e os dados foram trabalhados a partir de seis dimensões de análise: sócio filosófica, currículo, práticas de ensino, práticas de gestão, infraestrutura e política. Ao apresentar esse levantamento da produção acadêmica nacional visamos subsidiar tanto a análise sobre as temáticas quanto a implementação de políticas públicas de educação que tomam estas questões. Entre nossas conclusões destacamos a necessidade da concepção de uma escola de educação integral e/ou de tempo integral como uma mudança de perspectiva, uma alteração na forma como concebemos, organizamos, desenvolvemos e avaliamos o processo de educação escolar.Palavras-chave: educação integral; escola de tempo integral; limitações; possibilidades.INTEGRAL EDUCATION AND INTEGRAL TIME SCHOOL: pathways of the national academic productionAbstractIn order to understand the possibilities and challenges of integral education in full-time schools, we developed a documentary research, whose data have been found and analyzed, and are the basis on which this article is based. The research adopted the qualitative approach and the data were worked from six dimensions of analysis: sociological and philosophical, curriculum, teaching practices, management practices, infrastructure and politics. In presenting this survey of national academic production we aim to subsidize both the analysis on the issues and the implementation of public education policies that take these issues. Among our conclusions we highlight the need to design a full and / or full-time school of education as a change of perspective, a change in the way we conceive, organize, develop and evaluate the school education process.Keywords: integral education; integral time school; limitations; possibilities.EDUCACIÓN INTEGRAL Y ESCUELAS DE TIEMPO COMPLETO: caminos de la producción académica nacionalResumenCon el objetivo de comprender las posibilidades y los retos que envuelven la educación integral en escuelas de tiempo completo, desarrollamos una investigación documental, cuyos datos levantados y analizados son las bases sobre las cuales sostenemos este artículo. La investigación adoptó el enfoque cualitativo y los datos se trabajaron a partir de seis dimensiones de análisis: socio filosófico, currículo, prácticas de enseñanza, prácticas de gestión, infraestructura y política. Al presentar este levantamiento de la producción académica nacional pretendemos subsidiar tanto el análisis sobre las temáticas como la implementación de políticas públicas de educación que toman estas cuestiones. Entre nuestras conclusiones destacamos la necesidad de la concepción de una escuela de educación integral y / o de tiempo completo como un cambio de perspectiva, una alteración en la forma en que concebimos, organizamos, desarrollamos y evaluamos el proceso de educación escolar.Palabras clave: educación integral; escuela de tiempo completo; limitaciones; possibilidades.

scholarly journals Perspectiva da gestão do conhecimento e a educação de jovens e adultos: desafios e possibilidades

2017 ◽  
Vol 1 (1) ◽  
pp. 93
Author(s):  
Antonio Amorim ◽  
Aldaíce Damasceno Rocha ◽  
Alfredo Eurico Da Matta
Keyword(s):  
Knowledge Management ◽  
Management Practices ◽  
Structured Interview ◽  
School Management ◽  
Youth Education ◽  
Data Collection And Analysis ◽  
Management Perspective ◽  
Innovative Management ◽  
Management School

Neste artigo objetiva-se identificar o papel que a gestão do conhecimento ocupa na educação de jovens e adultos e as práticas de gestão escolar que estão correlacionadas com as de gestão do conhecimento. Os instrumentos utilizados para coleta e análise dos dados foram à entrevista semiestruturada e a aplicação de questionário. Os resultados apontaram para a necessidade de consolidação de práticas compatíveis com o modelo teórico da gestão do conhecimento, apresentando a possibilidade de usar técnicas e ferramentas com o intuito de efetivar melhorias no desenvolvimento educativo.   Palavras-chave: educação de jovens e adultos, gestão do conhecimento, gestão escolar, gestão inovadora dos saberes. KNOWLEDGE MANAGEMENT PERSPECTIVE ON ADULT AND YOUTH EDUCATION: CHALLENGES AND POSSIBILITIESAbstractThis article aims to identify the role of knowledge management in adult and youth education and school management practices that are correlated with knowledge management. The instruments used for data collection and analysis were the semi-structured interview and questionnaires. As a result, were identified practices compatible with the theoretical model of knowledge management, introducing using techniques and tools in order to effect improvements in educational development. Key-words: adult and youth education, knowledge management, school management, innovative management of knowledge.

Gender, part‐time employment and employee participation in Australian workplaces

2002 ◽  
Vol 24 (2) ◽  
pp. 129-150 ◽  
Author(s):  
Raymond Markey ◽  
Ann Hodgkinson ◽  
Jo Kowalczyk
Keyword(s):  
Management Practices ◽  
Industrial Relations ◽  
Employee Participation ◽  
Participatory Management ◽  
Full Time ◽  
Female Workers ◽  
Workplace Equity ◽  
Growing Body ◽  
Part Time ◽  
Definition Of

The international trend in the growth and incidence of “non‐standard employment”, and its highly gendered nature, is well documented. Similarly, interest in employee involvement or participation by academics and practitioners has seen the emergence of a rapidly growing body of literature. Despite the continued interest in each of these areas, the literature is relatively silent when it comes to where the two areas intersect, that is, what the implications are for employee participation in the growth of non‐standard employment. This paper seeks to redress this relative insularity in the literature by examining some broad trends in this area in Australia. The literature lacks one clear, accepted definition of “non‐standard” employment. For ease of definition, and because of the nature of the available data, we focus on part‐time employment in this paper. The paper analyses data from the Australian Workplace Industrial Relations Survey of 1995 (AWIRS 95). It tests the hypotheses that part‐time employees enjoy less access to participatory management practices in the workplace than their full‐time counterparts, and that this diminishes the access to participation in the workplace enjoyed by female workers in comparison with their male colleagues, since the part‐time workforce is predominantly feminised. These hypotheses were strongly confirmed. This has major implications for workplace equity, and for organisational efficiency.

Patients’ Perceptions of Caring and Uncaring Nursing Encounters in Inpatient Rehabilitation Settings

2019 ◽  
Vol 21 (2) ◽  
Author(s):  
Joan C Cheruiyot ◽  
Petra Brysiewicz
Keyword(s):  
South Africa ◽  
Content Analysis ◽  
Inpatient Rehabilitation ◽  
Structured Interview ◽  
The Self ◽  
Personal Relationships ◽  
Individual Interviews ◽  
Textual Data ◽  
Interview Guide ◽  
Being There

This study explores and describes caring and uncaring nursing encounters from the perspective of the patients admitted to inpatient rehabilitation settings in South Africa. The researchers used an exploratory descriptive design. A semi-structured interview guide was used to collect data through individual interviews with 17 rehabilitation patients. Content analysis allowed for the analysis of textual data. Five categories of nursing encounters emerged from the analysis: noticing and acting, and being there for you emerged as categories of caring nursing encounters, and being ignored, being a burden, and deliberate punishment emerged as categories of uncaring nursing encounters. Caring nursing encounters make patients feel important and that they are not alone in the rehabilitation journey, while uncaring nursing encounters makes the patients feel unimportant and troublesome to the nurses. Caring nursing encounters give nurses an opportunity to notice and acknowledge the existence of vulnerability in the patients and encourage them to be present at that moment, leading to empowerment. Uncaring nursing encounters result in patients feeling devalued and depersonalised, leading to discouragement. It is recommended that nurses strive to develop personal relationships that promote successful nursing encounters. Further, nurses must strive to minimise the patients’ feelings of guilt and suffering, and to make use of tools, for example the self-perceived scale, to measure this. Nurses must also perform role plays on how to handle difficult patients such as confused, demanding and rude patients in the rehabilitation settings.

Family asthma management in urban children and its association with sleep outcomes

2021 ◽  
pp. 136749352110147
Author(s):  
Maria T Coutinho ◽  
Clara G Sears ◽  
Rebecca Noga ◽  
Elizabeth L McQuaid ◽  
Sheryl J Kopel ◽  
...  
Keyword(s):  
Sleep Quality ◽  
Sleep Duration ◽  
Management Practices ◽  
Environmental Control ◽  
Asthma Management ◽  
Persistent Asthma ◽  
Structured Interview ◽  
Urban Children ◽  
Quality Data ◽  
Management Interventions

Asthma symptoms impact children’s sleep quality. However, it is unclear how families’ daily management of their child’s asthma is associated with sleep quality. We examine associations between family asthma management components and sleep duration and quality for urban children (ages 7–9 years). Additionally, we examine these associations by racial/ethnic group. Data were collected as part of a longitudinal study that examined the co-occurrence of asthma, allergic rhinitis, sleep quality, and academic functioning for urban children diagnosed with persistent asthma ( N = 196). A semi-structured interview assessed family asthma management practices. Sleep quality data were collected via actigraphy. Our visual depiction of sleep outcomes show that those with higher family asthma management ratings present with longer sleep duration and better sleep quality. Among specific family asthma management components, we found a significant association between children’s adherence to asthma medications and number of nighttime awakenings. For non-Latino Black (NLB) children, we found a significant association between environmental control and sleep duration. For urban children with asthma, clinical strategies to enhance overall family asthma management have the potential to support improved sleep quality. Additionally, for NLB children, asthma management interventions that provide environmental control practices may increase sleep duration.

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