Considerações sobre a formação de professores do ensino fundamental de turno único na rede estadual do Paraná
The offer of full-time education is consolidated as one of the best strategies in the search for full service to public education in Brazil, especially with the aim of reaching students in situations of social vulnerability. Historically, government programs have been structured in an attempt to agg...
| Principais autores: | Beloni, Belmiro Marcos, Frasson, Antonio Carlos, Dutra, Alessandra, Camilo, Merielle |
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| Formato: | Artigo |
| Idioma: | Português |
| Publicado em: |
Londrina
2022
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| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/28273 https://doi.org/10.17921/2447-8733.2021v22n3p340-345 |
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| Resumo: |
The offer of full-time education is consolidated as one of the best strategies in the search for full service to public education in Brazil, especially with the aim of reaching students in situations of social vulnerability. Historically, government programs have been structured in an attempt to aggregate care that goes beyond educational care, bringing together other spheres of public services, with a focus on the most vulnerable public, with the school supply in shift and second shift. The single shift teaching since 2012, proposes a specific approach with the curricular matrix reconfiguration of elementary education, with an integrated format for offering subjects . The objective was to discuss full-time education, both its historical trajectory in Brazil and in the educational implementation policy in Paraná. To carry out this study, bibliographic research was adopted in the literature produced on the theme, as well as in the official documents that guided its implementations. With the study it became visible that the educational policies in their proposals that greatly modify the schools and matrices curricula structures aim at vague conceptualizations when it comes to those responsible in loco for the implementation of such policies, making it evident that the offer differentiation must be beyond the school day extension. The program consolidation, while permanent, requires continued training for teachers who work, different from the generalized for the entire state education network, a determining impact factor in the success of its execution and attendance expansion. |
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