Educação de período integral e inclusão : uma análise do programa superescola

Abstract

Full-time education has been the subject of debate in the field of public policy in education and has been attracting the attention of educators and researchers who promote reflections on the various propositions about the form and the function of the extension of schools¿ day hours (Gonçalves, 2006, Cavaliere, 2003 e 2009 and Coelho, 2004). The Federal Law - Diretrizes e Bases da Educação Nacional (1996), in Article 34, establishes the rules and the goals of this gradual increase of school hours, what illustrates the relevance of this subject for public policies in education. This research aims to look at physical education teachers who work in a program which develops physical education activities during the time of the day when children are not in school and reveal the significance the topics teaching practice, full-time education and inclusion have for them. The work context of these teachers is a program named SuperEscola, which is organized by the Praia Grande City Hall. The data was collected by a varied number of instruments: official documents, analysis of the media, interview with managers of the program, questionnaire, the free word association test, projective questionnaires and interviews. The research finds support in the theory of social representations, idealized by Serge Moscovici. The methodological tools used throughout the research allowed some conclusions. As far as teaching practice is concerned, subjects reflected upon the difficulties regarding the planning of the activities, the problem of communication between teachers and program managers and the differentiation between the aims of physical education and those of training for competitions. As far as full-time education is concerned, subjects associated it with inclusion. Nevertheless, in other moments, it was associated with the idea of education as a right for all. As far as inclusion is concerned, it was associated with physical disability. These representations could have been anchored at the history of full time education in Brazil and at subjects` professional trajectories as athletes and physical education teachers.