A escola de tempo integral : a implantação do projeto em uma escola do interior paulista
Castro, Adriana de
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In the state of São Paulo, in the year of 2006, 500 Schools of Integral Time of basic education had been implanted more than, in the state public net, with the objective to extend the possibilities of learning of the pupils. To this, the learning day passed to 9 hours and the basic resume was developed with the curricular workshops. The Direction of Education, Region of Pirassununga, adhered to the project implanting it in 15 state schools. This work intends to know and to analyze the experience of a School of Integral Time, the Direction of Education Region of Pirassununga, focusing the possibilities, the limits and the challenges found for the team, in the fulfilment of the objectives considered for the project. The empirical research was carried through in the State School General Asdrúbal da Cunha, of the city of Pirassununga, June of 2007 to June of 2008. We use scripts of interviews and questionnaires structuralized for the collection of data next to the parents, pupils, professors and managers of the school. The averages gotten for the pupils of 6ª and 8ª series of the school object of the research, in the Evaluation System Pertaining to school Income of the State of São Paulo (SARESP), had been used to more good elucidate relative questions to supposed the educational quality attributed to the Schools of Integral Time, in detriment of the schools of partial day. The material was analyzed to the light of the elaborated theoretical referencial for Paro and Cavaliere, among others, that they had searched different experiences of magnifying of the pertaining to school time in other Brazilian public schools. We conclude that the proposal of improvement of the necessary pertaining to school quality, obligatorily, to come followed of enough resources of quality and in amount so that the speech does not fall in the emptiness with the infrastructure absence of the schools. Not yet we can affirm that it did not have improvement of the process education learning with the Schools of Integral Time, however the extension of the learning day, in the school, cannot be only one question of magnifying of time, but of a pertaining to school organization that contemplates the obligator activities and the activities of free choice of the pupil. The subject education in integral time, in the Brazilian public schools, is new. The quarrels and research concerning the subject are scarce, making with that it acquires an uneven importance in the current educational scene.