O ensino de ciências na escola de tempo integral e a formação omnilateral

Abstract

This study aimed at understanding the limits and possibilities of omnilateral education in a full-time school, and the role of science in this sort of training for young people. To do so, this research proposed to investigate: What are the limits and possibilities of omnilateral training in the context of a full-time school in the city of Jataí, Goiás state, considering Science teaching as a basis for analysis? To achieve this goal, we established the following specific objectives: (i) conceptualize omnilateral education, apprehending the conditioning factors of this training in a capitalist society; (ii) analyze, through the lens of omnilaterality, the concept of training explained in the guiding documents of the model adopted at CEPI (Full-time State School) in Jataí, Goiás state; (iii) analyze the limits and possibilities of omnilateral training based on document analysis; (iv) develop a didactic- pedagogical support material aimed at high school science teachers, to assist the teaching of this discipline from the perspective of omnilateral education. As a methodological framework, this case study used a dialectical historical materialism approach. To answer the problem, we conducted a documental analysis of: (i) the political pedagogical project (PPP) of the referred school; (ii) the curricular guides of subjects in the Natural Sciences; (iii) of the guiding documents for the implementation of this school model; and (iv) the state educational policies aimed at teaching High School in full-time institutions. The results showed the existence of some conditioning factors that, due to the contradictory nature of educational phenomena, constitute limits and/or possibilities for the accomplishment of omnilateral training, not only in that school but in any other public institution. Among these factors, we highlight the utilitarian conception of science teaching, the neoliberal conception of the world, the selection and organization of school contents, the extended time of the full-time teaching model, the integral education model, the physical structure of schools, the working conditions of teachers, as well as the social reality of students. Due to the requirements of a Professional Master's program, the research resulted in an educational product that consisted of a theoretical material that can be used as a conceptual basis for science teachers for teaching from the perspective of omnilateral training. After we produced this material, we submitted it to five professors of the area for its validation through a questionnaire. The professors' evaluation indicated that the product fulfills its objective, as they considered it a material with great potential for critical improvement of pedagogical practice aimed at omnilateral training.