Avaliação da Política Pública Educacional das Escolas de Tempo Integral em Fortaleza: a disciplina de formação cidadã e seu papel na promoção da justiça social

Abstract

This research analyzes the public education policy of Full-Time Municipal Schools in the municipality of Fortaleza, Ceará, focusing on the subject of Citizenship Education, seeking to understand its role in promoting social justice in the school environment, based on the pedagogical approaches and practices adopted by teachers who teach this subject and who work in schools in Education District I, in the municipality of Fortaleza, Ceará. The methodology used in the investigation is qualitative in nature and uses documentary analysis, semi-structured interviews, and a questionnaire to learn about the profile of the interviewees. To understand the data collection material, Bardin's Content Analysis (2011) and Lejano's Experiential Evaluation (2012) were used as references, analyzing the profile of the interviewees and the approaches used in the classroom by their teachers. The research sought to understand how the Citizen Education course contributed to the promotion of social justice, identifying the challenges and pedagogical strategies involved in its implementation. During the investigation, topics such as citizenship, human rights, and social justice were explored, and we consulted authors such as Pinsky (2013), Marshal (1967), José Murilo de Carvalho (2002), Dallari (2002), among others. Next, we will present some public education policies, especially those dealing with full-time schools in the municipality of Fortaleza, with references to Darcy Ribeiro (1986), Cavaliere (2002), and the guidelines of DCRFOR (2024). Next, the historical and territorial contexts of the areas where the schools under investigation are located are presented, with contributions from Mesquita (2010), Lima (2014), Façanha (2018), Campos (2023), and Ximenes (2023). The voices of teachers were heard and presented the notions of pedagogical and teaching practices, as well as perceptions about the discipline of Citizen Education, its configurations, and contributions to the lives of students through the promotion of social justice. In this context, we talked to Pimenta (1999), Libâneo (2012), and Freire (1996) about educators, analyzing the relationship between theory and practice, following with the analysis of the interviews and valuing the statements of the teachers interviewed. The data collected show agreement between teachers and administrators regarding the importance of the subject, favoring conflict mediation, the appreciation of diversity, and youth leadership through a dynamic and up-to date curriculum. However, weaknesses were also identified, such as the absence of consistent teaching materials and a lack of specific continuing education on the subject.