Educação integral em tempo integral na rede municipal de ensino de Goiânia: múltiplos discursos, múltiplos significados culturais
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2016-02-26
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Universidade Federal de Goiás
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Having acted as a civil servant in Goiânia's municipal school network for the past fifteen
years, I have had the opportunity of being a teaching staff member in several schools, an
experience which has taught me considerably. However, it was only in 2010 that I joined the
staff of a full-time school. The challenges imposed by this new reality motivated me to such
an extent that I chose full-time education as the object of study for this thesis. Teaching and
administrative staff members from two schools, as well as a representative from the
Municipal Education Department (SME), were selected as research participants. The aim
consisted in identifying cultural meanings conveyed through the discourses (“languacultures”)
of the members of these discourse communities regarding the theme of full-time education. In
addition to participants' discourses, I focused on official governmental discourses published
by Brazil's Ministry of Education (MEC) in order to shed light on the way the government, at
federal and municipal levels, regards full-time education and its establishment in public
schools across the country. The inclusion of such documents serves as a counterpoint to the
present analysis, for it promotes greater clarity concerning what Brazilian educational laws
state and what is being effectively carried out in the schools under analysis. The theoretical
framework used for data discussion includes principles underlying full-time education and
ethnography, as well as premises from French discourse analysis (DA) and critical discourse
analysis (CDA). Data analysis showed that participants from the schools in question
experience and view full-time education very differently from the SME representative. The
dialogue between schools and the regulating department is scarce, filled with obstacles and
negative images on how to conduct the process of establishing, maintaining, and assessing the
performance of full-time schools in Goiânia.
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FERREIRA, H. B. Educação integral em tempo integral na rede municipal de ensino de Goiânia: múltiplos discursos, múltiplos significados culturais. 2016. 187 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2016.