Olhares sobre a proposta pedagógica de Tempo Integral: vivências e práticas de uma turma da Escola Municipal de Ensino Fundamental Pepita de Leão. ; Views on the Full-time pedagogical proposal: experiences and practices of a class at the Municipal Elementary School Pepita de Leão.

This research describes and analyzes the process of developing a Full-Time pedagogical proposal with a class from the literacy cycle of the Municipal School Pepita de Leão. The dissertation reflects on the extension of the time children stay in school and also on the meaning of Integral Education as a way to develop the multiple potential of the subjects. It supports the conception of pedagogical practice as activities that are intentionally organized to meet certain educational expectations requested by a given social community. The research is qualitative and focuses on the description and analysis of a project developed over three years (2014, 2015 and 2016). The study was conducted from three perspectives: that of the teacher-researcher, that of the participating children and families, that of the partner teachers and the school management. The data were produced based on the following research techniques: description of the pedagogical documentation of the teacher-researcher; reflection on conversations and questions arising in a focus group conducted with the children involved; analysis of texts prepared by partner teachers and interviews with principals. Each of these points of view contributed to identifying the principles and foundations that led to the proposal. Based on the interpretative analysis, common themes that emerged from the subjects’ views as well as from the description of the proposal were discussed: organization of work/time/space; planning/ significant activities/ development; strengthening of relations; social commitment. The study shows how important the increase in students’ length of stay at school is as a guarantee of their right to literacy and education. The teachers participating in the research emphasize the importance of partnership planning designed for the specific work of the class. Students evoke significant activities that contributed to the development of reading and writing and as a means of strengthening relationships. The principals interviewed embraced the value of ...