A Organização do Tempo Pedagógico em uma Escola de Tempo Integral: desafios e perspectivas para além da sala de aula no Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE)

Abstract

In this research we analyze the organization of pedagogical time in the integrated technical course of Editing full time of the Federal Institute of Education, Science and Technology of Ceará (IFCE), Juazeiro do Norte campus. Before 2016, the course was running on a regular schedule and lasted four years. In 2016 the course was offered full time, with a duration of three years. This change occurred mainly because a large part of the course team believed that avoidance rates would be minimized. In addition, the full-time and three-year offer was intended to provide even more meaningful and quality education. Thus, this research has as main objective to characterize the organization of the pedagogical time of the technical course integrated in IFCE Buildings - Juazeiro do Norte campus, verifying the main possibilities and challenges for educational experiences to exceed the limits of the classroom. In order to achieve these objectives, we are particularly interested in studies by Elias (1998), Bondía (2002), Cavaliere (2002, 2007), Libâneo (2014), Teixeira (1959), Moll (2012), Arroyo (1986). In addition, as a means of deepening our discussions, we did documentary analysis on official IFCE documents, conducted the participant observation, and interviewed, through a semistructured script, three teachers and four students from the Building course.The researched teachers point out that the pedagogical organization of the full-time course has brought benefits and contributions, but that it is necessary to reorganize its curricular matrix, rethink the Pedagogical Project of the Course and some methodologies adopted, so that they are more compatible with the knowledge and skills that full-time integrated technical course learners must achieve. Three of the students interviewed stated that they preferred to study part-time to full-time. According to them, full-time is very tiring and makes them spend most of the week focused only on studies. Only one of the interviewed students said they prefer the full-time modality. However, they all recognize and point out course benefits in this format. In view of the aforementioned facts, we find that the pedagogical organization of time in the full-time course has brought benefits to the teaching and learning process and has contributed to the adoption of an even more participative and critical posture of students, both inside and outside the institution, as well as having minimized avoidance rates. Nevertheless, there are still points to be rethought, rediscussed, reworked and improved so that the education offered is even more differentiated, meaningful and enriching, collaborating even more with the construction of a just and egalitarian society.