A implementação do Ensino Médio de tempo integral : estudo de caso

Abstract

The debate on full-time education in Brazilian public schools has been intense, raising questions about its impacts. This study analyzes the implementation of this model in the State School Dr. Emílio Silveira, in Alfenas, Minas Gerais, from the perspective of historical-critical pedagogy. We seek to understand the challenges faced, as well as examine them within the context of current educational policies. The school becomes an exemplary case to explore the complexities of this integration, and its participation is compulsory. We analyzed the period from 2017 to 2022, highlighting not only acceptance, but also pedagogical effectiveness and academic results. In addition, a textual analysis of the legislation that guides the implementation of integral education was carried out, using historical-critical pedagogy as a theoretical basis. Our goal is to contribute to a deeper understanding of the interaction between educational legislation, its practical application and the principles of this pedagogical approach. The research revealed important insights on school dynamics.