Ensino em tempo integral nos anos iniciais do ensino fundamental: percepções docentes sobre a aprendizagem dos estudantes

Abstract

This undergraduate thesis (TCC) has as its central question: what perceptions do teachers of the 1st and 2nd years of elementary school have regarding the learning proposed by full-time education? The general objective was to understand the role of learning in full-time education, from the perspectives of teachers of the 1st and 2nd years of elementary school at EEFTI Pe. Pedro Inácio Ribeiro. As the focus of the research is student learning in full-time education, based on teacher perceptions, we named the following specific objectives: to analyze the proposal of full-time education for the 1st and 2nd years of elementary school, in the voices of the teachers in the research; to identify the main educational policies that govern full-time education in the State of Ceará, and their relationship with the learning of students in the 1st and 2nd years of elementary school; to understand how the training of teachers for the 1st and 2nd years of elementary school takes place within the curricular structure of full-time education; to perceive possible challenges faced by teachers of the 1st and 2nd years of elementary school in working with full-time education. The investigation was conducted using a qualitative approach, employing the case study method, in which data collection was carried out through semi-structured interviews. Content analysis was used to analyze the narratives of the interviewed teachers. Three teachers were interviewed: one who teaches in the 1st year of elementary school and two who teach in the 2nd year of elementary school. The research site was the EEFTI Padre Pedro Inácio Ribeiro school, located in the city of Brejo Santo, Ceará. With this research, we hope to contribute to discussions about learning in full-time education and its relationship with the literacy process of children.