Tempo integral, futuro plural: a influência dos projetos de vida de estudantes do ensino fundamental (anos finais) em uma escola do município de Fortaleza

Abstract

This dissertation aims to evaluate the contributions of the Full-Time Education Policy to the construction of the Life Project of students in the final years of elementar school in a school in the municipality of Fortaleza, from the perspective of teachers, school management, and 9th-grade students. Consequently, the specific objectives are: 1) to study the policies of Full-Time Schools in the Municipality of Fortaleza; 2) to identify the pedagogical practices and activities of the full-time policy that support students in developing their potential, defining personal goals, and constructing their Life Projects; and 3) to analyze, from the perspective of teachers and managers of a school in the Fortaleza Municipal Education Network, the contributions to the development of students' Life Projects. The main theoretical references are the works of Carvalho (2012), Cavaliere (2002b), Gonçalves (2006), ICE (2016), Teixeira (2017), and Yus (2002). This research is basic in nature, exploratory, and qualitative in approach, incorporating elements of bibliographic, documentary, and field research in its research procedure. The research was conducted through the survey and selection of academic theories and research on the topic, as well as documentary analysis of ordinances, decrees, and guidelines from the Municipal Education Department of Fortaleza. The data collection technique adopted was the semi-structured interview and observation of the school environment. The subjects involved were 10 participants (1 coordinator, 3 teachers, and 6 ninth-grade students) from a full-time school in the Municipality of Fortaleza. In this sense, the efforts made in this research sought to understand the contributions of the Full-Time Education Policy to the construction of the life projects of students in the final years of elementary school. The results demonstrated how this policy has strengthened the development of socio-emotional skills, which has provided students with greater autonomy to develop their life projects.