Ensino integral de tempo integral em alagoas: um relato de experiência

Abstract

This experience report occurred in a state school of Alagoas, inserted in the Programa Alagoano de Ensino Integral (PALEI), a public education policy that has been impacting the quotidian of the schools. The experience is linked to a university extension project from the psychology course. It is about an intervention constructed by extension workers alongside teachers and school managers of a high school from the state of Alagoas. This intervention had the main purpose to discuss the recent implementation of educational policy of high school’s integral and full-time education and their effects on daily school. The discussion was based on the logbooks about the meetings and also on the state guiding document about the integral and full-time education, PALEI. For such analysis and discussion was used the perspective of institutional analysis, from Renè Lourau. Seminars and Conversation Circles brought as points of discussion the in-service professional qualification, assignments to teachers and the limits of student tutelage, class and evaluation methods, work bonds, forms and tools of interpersonal communication, and the public policies. Lastly, it is clear the significance of in-service professional qualification besides the regular work group meetings as a space for reflection on practices, which are referred by this recent education policy.