PRAZOS DE SUBIMISSÃO E PUBLICAÇÃO DO DOSSIÊ 70 - EDUCAÇÃO INTEGRAL E PEDAGOGIA INTEGRADORA PARA O DESENVOLVIMENTO HUMANO

2022-08-05

INTEGRAL EDUCATION AND INTEGRATIVE PEDAGOGY FOR HUMAN DEVELOPMENT

Organizers:

Prof. Dr. José Leonardo Rolim de Lima Severo – UFPB
Profa. Dra. Dinora Zucchetti - FEEVALE

Submission:

01/08/2022 a 30/11/2022

Publication: 

01/04/2023

The experiences of implementing Schools in Full Time models have proliferated intensely in Brazil as a result of a movement of institutionalization of Integral Education as a pedagogical principle for curriculum development in Basic Education. The National Education Plan (2014-2024), the National Common Curricular Base, approved in 2016, and the High School Reform, for example, express how a promising innovation discourse has been built around Integral Education in the educational policy scenario in Brazil and the regulation of the Full Time School as an institutional device that refers to it. The production of meaning that guides the rise of Integral Education in the public debate on education is precisely linked to an investment of expectations of innovation arising from a complex web of political interests that take it as a creed capable of bringing together different learning objectives from the most critical and progressive to the most conservative and neo-efficiency.

Like any other pedagogical concept, the meaning of Integral Education emerges from symbolic and political disputes that make some of these objectives prevail to the detriment of others, so that the analysis of experiences of implementing the School in Full Time does not dispense with a critical approach to what it is understood as Integral Education and its reflexes in the forms of organization of training times and spaces, in the understanding of learning and human development and in the expression of the social purpose of the school institution itself.

It is necessary questioning, therefore, what has been proposed in the name of Integral Education in the official discourse of educational policies, but also what viable alternatives to (re)found this principle in the defense of a socially integrative school that is pedagogically capable of mobilizing and integrating dimensions of the human development with a view to the formation of critical, participative and engaged subjects in a democratic society project.

In this way, the dossier is structured with the objective of bringing together national and international academic productions on the different meanings of Integral Education and its derivations in experiences of implementing the School in Full Time, recognizing the plurality of approaches and the contradictions inherent in the policy agenda contemporary educational.

As articulating thematic axes for the dossier, it is proposed that the texts focus on:

- Conceptual references of Integral Education;

- Full-time school implementation policies, models and experiences;

- Intersectoriality in the management of policies for the full-time school;

- Training of educators in the perspective of Integral Education;

- Interfaces between Didactics and Curriculum in Integral Education;

- Articulation between school and sociocultural territories in the perspective of Integral Education.