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

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.

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

Revista Amazônida Revista do Programa de Pós-Graduação em Educação da Universidade Federal do Amazonas ◽

10.29280/rappge.v1i1.3873 ◽

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.

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CONSTRUINDO UMA TIPOLOGIA DAS POLÍTICAS DE EDUCAÇÃO INTEGRAL EM TEMPO INTEGRAL

Roteiro ◽

10.18593/r.v41i3.10601 ◽

2016 ◽

Vol 41 (3) ◽

pp. 563 ◽

Cited By ~ 1

Author(s):

Cláudia Da Mota Darós Parente

Keyword(s):

Focus Groups ◽

Educational Policy ◽

Field Research ◽

Full Time ◽

Research Focus ◽

Education Policies ◽

The Public ◽

Palabras Clave ◽

Integral Education ◽

Politica Educativa

Resumo: Este trabalho apresenta uma tipologia das políticas de educação integral em tempo integral, sistematizando diferentes formas de classificá-las. Inicialmente são analisados alguns elementos que vêm norteando as políticas formuladas e implementadas pelos entes federativos. A experiência com o desenvolvimento de projetos de pesquisa e de extensão, por meio de pesquisas de campo, grupos de discussão, aplicação de questionários, realização de entrevistas e observações, possibilitou a sistematização de modelos de oferta de educação integral em tempo integral no Brasil. A categorização desses modelos permitiu a construção de uma tipologia das políticas de educação integral em tempo integral. Este estudo contribui para a caracterização, a sistematização e a análise das políticas públicas na área.Palavras-chave: Tipologia. Tempo integral. Educação integral. Política educacional. BUILDING A TYPOLOGY OF THE INTEGRAL AND FULL-TIME EDUCATION POLICIESAbstract: This paper presents a typology of the integral and full-time education policies, systematizing different ways to classify them. Initially, the article analyzes some elements that have been guiding the policies formulated and implemented by federative entities. The experience with the development of research and extension projects, through field research, focus groups, surveys, interviews and observations, enabled the systematization of models of integral and full-time in Brazil. The categorization of these models enabled the construction of the typology of the integral and full-time education policies. This study contributes to the characterization, systematization and analysis of the public policies in the area.Keywords: Typology. Full-time education. Integral education. Educational policy. CONSTRUCCIÓN DE UNA TIPOLOGÍA DE POLÍTICAS DE EDUCACIÓN INTEGRAL A TIEMPO COMPLETOResumen: En este trabajo se presenta una tipología de políticas de educación integral a tiempo completo, a través de la sistematización de diferentes maneras de clasificarlas. Inicialmente se analizan algunos elementos que han orientado las políticas formuladas y implementadas por las agencias federales. La experiencia con el desarrollo de proyectos de investigación y extensión, a través de la investigación de campo, grupos de enfoque, cuestionarios, entrevistas y observaciones permitieron a la sistematización de los modelos de educación integral a tiempo completo en Brasil. La categorización de estos modelos permite la construcción de una tipología de políticas de educación integral a tiempo completo. Este estudio contribuye a la caracterización, sistematización y análisis de las políticas públicas en el área.Palabras clave: Tipología. Educación a tiempo completo. Educación integral. Política educativa.

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DESAFIOS DA GESTÃO DA ESCOLA DE TEMPO INTEGRAL

Cadernos de Pesquisa ◽

10.18764/2178-2229.v24n3p72-86 ◽

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.

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Nos bastidores dos CIEPs: entrevista com Silas Ayres, assessor de Maria Yedda Linhares na SME-RJ (1983-1986)

Revista de História e Historiografia da Educação ◽

10.5380/rhhe.v1i2.51489 ◽

2017 ◽

Vol 1 (2) ◽

pp. 285 ◽

Cited By ~ 1

Author(s):

Sheila Cristina Monteiro Matos

Keyword(s):

Public Education ◽

Rio De Janeiro ◽

Pedagogical Practices ◽

Full Time ◽

The Core ◽

Chief Of Staff ◽

Integral Education ◽

Popular Classes ◽

The Relationship ◽

Educational Thinking

Esta entrevista, de cunho memorialístico, tem por finalidade colher subsídios para análise dos projetos político-pedagógicos em disputa no I Programa Especial de Educação, objetivando referências sobre as relações entre as práticas pedagógicas e o pensamento educacional propagado entre os educadores na década de 1980. Esse Programa teve como principal fazimento os Centros Integrados de Educação Pública, principal experiência brasileira acerca escola pública de tempo integral. Foi entrevistado o professor Silas Ayres, assessor e chefe de gabinete de Maria Yedda Linhares, secretária municipal de educação do Rio de Janeiro entre 1983 e 1986. È possível perceber, pela entrevista, que Maria Yedda construiu verdadeiros legados para a educação fluminense, particularmente para a educação das classes populares.In the CIEPs frames: interview with Silas Ayres, adviser of Maria Yedda Linhares in SME-RJ (1983-1986). The purpose of this interview is to gather information for the analysis of the political and pedagogical projects in dispute in the first Education Special Program, seeking references on the relationship between pedagogical practices and educational thinking propagated among educators in the 1980s. The main legacy of the program was the Integrated Centers for Public Education, the core Brazilian experience about a full-time public school. Therefore, the teacher Silas Ayres, an advisor and chief of staff of Maria Yedda Linhares, municipal secretary of education of Rio de Janeiro between 1983 and 1986 was the interviewed. Through the interview, it is possible to perceive that Maria Yedda built true legacies for the education of Rio de Janeiro, particularly for the education of the popular classes. Keywords: Integral Education; Integrated Center of Public Education; Maria Yedda Linhares.

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Socio Economic Status and Time Management Skill of Women Teachers in Higher Education

Management Insight - The Journal of Incisive Analysers ◽

10.21844/mijia.16.2.6 ◽

2020 ◽

Vol 16 (02) ◽

pp. 37-40

Author(s):

Indira A. ◽

V. Bala Chandra Maree

Keyword(s):

Higher Education ◽

Time Management ◽

Management Practices ◽

Economic Status ◽

Women Teachers ◽

Good Time ◽

Full Time ◽

Dual Roles ◽

Use Of Time ◽

Wage Earning

The modern woman is toiling hard to prove her worth on the fronts, her household and her place of employment. Taking up careers creates the need for the homemakers to fulfill dual roles – homemaking and wage earning. Homemaking itself is a full time job, over which the career demands another eight to ten hours of homemaker’s time daily. Good time management provided the ability to keep a balance in our lives, or to recognize where the imbalance is. For instance, is all our focus on work rather than on leisure and social activities good? What about our family and those near and dear to us-are they allowed to play an important role in our lives, or are they constantly brushed to one side? The overall objective of the study is to analyze the socio economic conditions of women married teachers in Higher Education in Dindigul and to examine their time management practices and skill. The nature of adjustments made by the respondents to solve the problems mainly includes help from family members and friends, postponement of less important activity and use of leave. The study observed that for majority of the respondents, achieving of goals related to use of time is mainly due to proper use of available time and efficiency in attaining responsibilities in limited time. This again reflects how the women teachers are successful in meeting their responsibilities.

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Analysis of the Development of Islamic Education Policy Through History in Indonesia

INFLUENCE : International Journal of Science Review ◽

10.54783/influence.v3i3.179 ◽

2021 ◽

Vol 3 (3) ◽

pp. 207-216

Author(s):

Deding Ishak

Keyword(s):

Education Policy ◽

Secondary Data ◽

Qualitative Approach ◽

Islamic Education ◽

Education Policies ◽

Study Results

The process of forming and developing an Islamic community in Indonesia first went through various contacts, including buying and selling contracts, marriage contacts and direct da'wah contacts, both individually and collectively. From these various kinds of contacts, the process of Islamic education and teaching takes place, although in a simple scope. The process of developing Islamic education policies can then be seen through history based on the implementation of Islamic education policies that previous communities have carried out. This research was conducted using a qualitative approach with secondary data. The study results show that there are differences in curriculum and goals in Islamic education at each time. This is because the community's needs at these times are different from each other to produce different Islamic education policies.

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Equitable Educational Opportunities in K-12 Schools: West African and U.S. Public Schools Compared

Journal of Education ◽

10.1177/0022057420966765 ◽

2020 ◽

pp. 002205742096676

Author(s):

Adekunle Lawal

Keyword(s):

Public Schools ◽

Public Education ◽

The United States ◽

West African ◽

Educational Opportunities ◽

Equal Access ◽

Education For All ◽

Education Policies ◽

Elementary And Secondary Education ◽

K 12

In an effort to promote public elementary and secondary education that meets world standards where all students have equal access to 21st-century public schools, some countries have adopted Education For All (EFA) policy. This article examines how three selected countries (the United States, Nigeria, and Gambia) are implementing the idea of giving all children the opportunity of equal access to public education. The article explores the historical trend of the concept and several education policies enacted in each country to make the program productive.

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The Problematics of Language-in-Education Policies in Post-Independence in Zimbabwe

Journal of Asian and African Studies ◽

10.1177/0021909620962529 ◽

2020 ◽

pp. 002190962096252

Author(s):

Raphael Nhongo ◽

Baba Primrose Tshotsho

Keyword(s):

Secondary Education ◽

Qualitative Approach ◽

Language Policies ◽

Education Policies ◽

African Countries ◽

Primary And Secondary Education ◽

Communication Problems ◽

Education Act ◽

To Come

Language policies that are designed in African countries fail to solve communication problems because they are only there to fight the hegemony of English instead of addressing real linguistic problems. The paper analyses the language-in-education policies that were put in place after independence in Zimbabwe. A qualitative approach is used to analyse documents that include the Education Act of 1987, the Nziramasanga Commission, Ministry of Primary and Secondary Education circulars and the Constitution of Zimbabwe. It is argued in this paper that there is a need for the country to come up with policies that are in sync with the linguistic realities that acknowledge the coexistence of languages.

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Employers' perceptions of the Labour Contract Law: regulatory responses in the small and medium-sized enterprise sector in China

Personnel Review ◽

10.1108/pr-04-2020-0300 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Shaoheng Li ◽

Christopher J. Rees

Keyword(s):

Human Resource ◽

Management Practices ◽

Contract Law ◽

Qualitative Approach ◽

Western China ◽

Human Resource Managers ◽

High Turnover ◽

Employment Practices ◽

Content Type ◽

Resource Managers

PurposeThe purpose of this paper is to explore employers' perceptions of China's Labour Contract Law (LCL) and its influence on employment relations and human resource management practices in small and medium-sized enterprises (SMEs).Design/methodology/approachThis paper adopts a qualitative approach based on 24 interviews with owners and human resource managers of 23 privately owned SMEs in eastern and western China.FindingsMixed levels of reported compliance with the provisions of the LCL legislation indicate that the regulatory adoptive behaviours of SME employers are partially explained by the coercive mechanism. Various strategies adopted by employers suggest that when under the pressure of law, SMEs are formalising their employment practices while simultaneously seeking to maintain a degree of informality in respect these practices.Research limitations/implicationsThe adopted qualitative approach may limit the findings to be explorative within broader national contexts.Practical implicationsThe move towards more formalised practices helps to address issues such as high turnover and widespread labour shortage in SMEs. The paper is likely to be of interest to policymakers seeking to gain insights into employers' perceptions as a means to develop more effective labour regulations.Originality/valueUnlike most of existing literature examining the general compliance to the LCL and workers' perspectives, this paper reports the views of SME employers; as such, it offers an original contribution to understanding of the role and behaviours of SME employers in regulatory responses in the studied context.

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Innovative use of technologies to enhance knowledge management

Library Management ◽

10.1108/lm-03-2020-0038 ◽

2020 ◽

Vol 41 (6/7) ◽

pp. 503-514

Author(s):

Everlyn M'mbone Anduvare ◽

Marlene Holmner

Keyword(s):

Knowledge Management ◽

Online Survey ◽

Management Practices ◽

Academic Staff ◽

Distributed Learning ◽

Target Population ◽

Analysis Data ◽

Full Time ◽

Content Type ◽

Staff Members

PurposeThe study aims to identify and recommend to the Marist International University College (MIUC) technologies that enhance knowledge management, with a particular focus on collaborative and distributed learning.Design/methodology/approachNine senior full-time academic staff members were purposively selected for the study. The study employed a qualitative research design that involved the use of Google forms to conduct an online survey to collect data from the target population, and it achieved a 100% response rate. Using content analysis, data were analysed, interpreted and presented in a mini-dissertation.FindingsThis research paper presents the findings relating to the innovative use of technologies to enhance collaborative and distributive learning. The findings confirm the existence of informal knowledge management practices at the MIUC and recommend technologies established through a review of the literature to expedite these practices.Practical implicationsThe proposed technologies are thought to be useful in enhancing collaborative and distributed learning in academic institutions as technologies act as enablers in knowledge management within academia.Originality/valueAs technologies continue to emerge, there is a chance for universities to hit a stalemate in terms of identifying appropriate technologies to enable knowledge management. This paper contributes by identifying not only KM practices at the university under study but also specific multimedia, social media, media sharing and brainstorming technologies from the literature that would be ideal in enhancing collaborative and distributed learning.

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