Apontamentos sobre Educação Integral, Programa Mais Educação, Programa Segundo Tempo e Educação Física Escolar
In today's educational context of Brazil the theme of integral education has deserved having to induce policy, nowadays, the More Education Program. In this sense, this thesis focuses on the aspects of integral education that emerged in the country's history to reach the More Education...
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| Formato: | Dissertação |
| Idioma: | por |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/19878 |
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| Resumo: | In today's educational context of Brazil the theme of integral education has deserved
having to induce policy, nowadays, the More Education Program. In this sense, this
thesis focuses on the aspects of integral education that emerged in the country's
history to reach the More Education Program (MEP) and offers some thoughts on
how physical education is presented within the institutionalization of intent of Integral
Education in Brazil. Thus we have as main objective to discuss the pedagogical
setting of Second Half Program (PST) in the MEP, and to identify possibilities to
integrate their actions with the School Physical Education. In the case study
methodology was adopted, with the appropriate schools accompanied by Team
Collaborator 3 of the Ministry of Sport, using as a source of evidence the first
assessment protocol carried out by the Cooperating Teams of Educational Monitoring
and Administration of the Second Time in Brazil specifically evaluations carried out by
Team Collaborator 3 (EC3), under the Department of Physical Education, Federal
University of Rio Grande do Norte, which followed the covenants of the More
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Education Program in the municipalities of Bayeux / PB, Araruna / PB, Natal / RN and
Parnamirim / RN, in the year 2012. in our case it is noticed that the activities
developed by PST, accompanied in schools, have an organization and pedagogical
practices that converge with each other, but are configured with disjointed practices of
Education classes physical, aspect that differs in what would be thinking pedagogical
actions to comprehensive education schools. |
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