A POLÍTICA EDUCACIONAL DE EDUCAÇÃO INTEGRAL NO CURRÍCULO E NA GESTÃO ESCOLAR DA REDE PÚBLICA DA CIRCUNSCRIÇÃO DE POÇOS DE CALDAS

Abstract

This study presents the educational policy of the State of Minas Gerais for the integral formation of its students, in its multiple aspects, expanding services in Elementary Schools. It aims to identify how managers of Elementary Education in public education in the district of Poços de Caldas interpret this new configuration of education for the improvement of learning. Part of the interest in understanding how the public policy of integral education has constituted the curriculum and management. It is carried out in four schools that offer full-time education in the final years of Elementary School under the scope of the Regional Teaching Superintendence of Poços de Caldas. It is a literature review and documentary research. The approach is qualitative and data collection takes place through semi-structured interviews, lasting approximately one hour, in person, carried out with the four directors. Data are analyzed through organization, coding, classification and categorization. The results point out that it is necessary to gather and interpret the maximum amount of information that reveals the situation of the school and thus detect the potentialities and obstacles and encourage the construction of integral education in a way that meets the internal reality and the improvement of educational quality. It is necessary to invest in the training of managers to carry out with more stimulus the functions that the demands of integral education require and, in this way, provide the means for the development of a basic education of better quality. The reflections presented so far confirm that the work of managers in integral education must provide situations of constant reflection, organization and reorganization of the work and provide the professional growth of the group. It is important to point out that further studies can and should be carried out on the referred topic, listing new aspects of comprehensive education, curriculum and management.