A educação de tempo integral em Goiás: uma avaliação do ensino médio nos CEPIs de Luziânia e Cristalina

Abstract

The present study aims to analyze the premises of pedagogical approaches in full-time schools, specifically in the Full-Time Teaching Centers (CEPI) exclusive to High School in the Regional Education Coordination of Luziânia-Go. The issue to be addressed relates to how youth protagonism, the pedagogy of presence, and organizational climate occur in these educational institutions, focusing on CEPI Osvaldo da Costa Meireles and Zulca Peixoto de Paiva, located, respectively, in the cities of Luziânia - GO and Cristalina - GO. The hypothesis being explored is that full-time education seeks to prepare young people for life in society and the job market, encouraging them to be protagonists in building their futures and the world they live in. The overall goal of this study is to investigate how the foundations of pedagogical approaches occur in the context of Full-Time Education, based on students' perceptions. To achieve this, theorists discussing the relationship between integral education and full-time education were studied, such as Gadotti (2009), Ribeiro (1986), and Cavallieri (2014), among others. Furthermore, relevant legislation was analyzed, such as the National Education Plan (2014-2024), the Law of Guidelines and Bases of National Education (Law 9.394/1996), and the State Education Plan of Goiás, in order to understand the historical process, proposals, and limits of the full-time education proposal.