Ensino de filosofia e prática docente em escolas de tempo integral em Alagoas: reflexões sobre a jornada de 9 horas e seus impactos no aprendizado

Abstract

This research investigates the teaching practices and Philosophy instruction in full-time public high schools in Alagoas, Brazil, focusing on the impacts of the extended nine-hour school day on teachers’ professional performance and students’ learning. Considering the role of Philosophy in fostering critical, ethical, and civic education, the study highlights an educational paradox: although the school day has been lengthened to broaden students' academic experience, Philosophy remains confined to minimal instructional time, undermining its role within the curriculum.The study explores challenges faced by teachers, such as planning meaningful lessons with only one weekly class, the marginalization of the subject— especially in the final year of high school—and structural and pedagogical limitations within the public school system. It also addresses the contradictions introduced by the High School Reform, which has reinforced technical education and elective pathways while weakening the humanities, particularly Philosophy. Additionally, the research considers the social pressures experienced by students, including the need for early entry into the workforce, which compromises school retention and engagement with reflective disciplines.A mixed-methods approach was adopted, combining qualitative and quantitative procedures. The research includes document analysis of the official guidelines from the Alagoas State Education Network (RECAL), a literature review focused on teacher education and Philosophy teaching, and classroom observations in a full-time public school in Maceió to understand teachers’ perceptions, strategies, and limitations in their daily practice.Data were analyzed using source triangulation to ensure greater interpretive rigor. The findings point to the precarious conditions of Philosophy teaching under the fulltime education model, revealing difficulties related to continuing teacher education, work overload, and insufficient time to implement reflective, dialogical, and interdisciplinary activities. As a response to these challenges, the study advocates for the strengthening of teacher training policies, increased instructional time for Philosophy, and the use of creative methodologies such as integrative projects and outreach activities—exemplified by Social Initiative Laboratories. The research contributes to the debate on the value of Philosophy in secondary education by demonstrating that its qualified presence is essential for the formation of critical and participatory individuals. It reaffirms the need for public policies that are genuinely committed to holistic education and that acknowledge the transformative potential of philosophical instruction, especially in contexts of educational and social vulnerability.