Educação Integral na pré-escola: um estudo sobre a iniciativa de Bento Gonçalves/RS

Abstract

This dissertation presents a study on full-time pre-school education. Aimed at children aged 4 and 5, pre-school is part of the Early Childhood Education stage and, in this work, our focus was on the initiative to offer this stage full-time in Primary Schools in the municipality of Bento Gonçalves-RS. This research is linked to the PPGEDU-UCS, in the research line Educational Processes, Language, Technology and Inclusion. The general aim of this research was to understand the conception of integral education in Municipal Elementary Schools (EMEF) and how this conception can favor full-time preschool. The specific objectives were to identify guidelines on comprehensive and full-time education in EMEF in the municipality's policies and documents; analyze in school and municipal documents how time, space and curriculum are configured for EMEF's full-time preschool; check in school documents and municipal documents how long children and teachers spend in EMEF's full-time preschool. The research was carried out through documentary research, using the Policy Cycle Approach proposed by Stephen Ball, addressing three contexts: the context of influence, the context of text production and the context of practice. The content analysis proposed by Bardin (1977) was used to analyze the documents. The theoretical framework underpinning our research was based on Barbosa (2006). Kramer (2006, 2007), Moll (2023). As for the concept of Comprehensive Education in Bento Gonçalves pre-schools, we found that the Pedagogical Proposal and the School Rules of the schools mention the purpose of education as being the full development of all students, not just pre-school children. We infer that the concept of education and the curriculum in the schools' PPs are in line with the guidelines of the Common National Curriculum Base, proposing a teaching-learning process based on competencies and skills, respecting this learning for Early Childhood Education, through fields of experience and the learning and development rights proposed for this stage. Linked to this is the explicit identification of schools with the 4 pillars of education (learning to be, learning to know, learning to do and learning to live together) that were presented in 1998 as part of the Report to UNESCO of the International Commission on Education for the 21st Century: Education: a treasure to be discovered, organized by Jacques Delors. This conception of comprehensive education includes aspects related to the physical space of schools, which are still insufficient to contribute to full-time comprehensive education, and are basically made up of classrooms. One of the most important findings of this research was that the time offered and verified in the MC of schools is less than that established in the legislation, that is, we fund in the MC of schools a workload of 5.6 hours per day, which is not in line with the guidelines of Law 14.640 of 2023, the PNE (2014), the PME (2015) and the CME Resolution No. 054 of 2023, which state that the minimum time children spend at school must be equal to or greater than 7 hours per day. The last aspect that makes up this conception of comprehensive education was the time of the children and teachers who are part of the full-time preschool in Bento Gonçalves. From the children's perspective, this time will be useful if it is used to play more, explore more, get to know each other more, learn more, socialize more and with different people, and express themselves more. The pedagogical proposals of the schools that participated in this work foresee that children live their childhoods and have diverse experiences throughout the school day. Regarding teachers, wesaw that there are many duties for this position and many responsibilities with regard to the educational process of children. The school documents do not specify the workload of teachers who work full-time in preschool. This suggests to us that they are still working split hours in more than one school, which often makes teaching work exhausting and disconnected from a proposal for comprehensive education. A concept of comprehensive full-time education must foresee and enable full-time teachers to also work full-time. We believe that this way they will have more time to plan, more time to get to know and spend time with the children, more time to listen and play with the children, more time to think, discuss and seek alternatives for a full-time, comprehensive education that is of quality and that promotes equity for all. [resumo fornecido pelo autor]