O desenvolvimento curricular de uma instituição de educação não-formal: a perspectiva de uma educação de tempo integral.

Abstract

This work aims to analyze the curricular development of a non-formal education institution in the municipality of Varginha-MG and how it can contribute to a full-time education. To do so, it is necessary to identify and analyze the elements that constitute the curricular development of the non-formal institution, as well as to understand the relation between the professionals of this non-formal institution and the curricular development process, and also relate the items present in the curriculum of this institution as a possibility of contributing to a full-time education. This perspective originates from the idea that non-formal education exerts an educative practice and contributes to an individual's educational process as it relates to other ways of educating in instructive spaces for the construction of learning and significant knowledge, especially in the pre or post regular class period, which enables a full-time education. In view of the distinct dimensions of the research, the references used are: in non-formal education, authors such as Jaume Trilla and Maria da Glória Gohn; in curricular development, I base on the studies of Ivone Gaspar and Maria do Céu Roldão; and in full-time education, I analyze the historical and legal changes in Brazil, as well as the contributions of Isa Maria Ferreira da Rosa Guará. This work is based on qualitative research with constructive interpretative focus, having as proposed instruments of data collection: active observation of the daily life of the institution for a period of six months, documentary analysis and semi-structured interviews conducted with professionals from the institution. From the construction of signification nuclei with the information obtained, it was possible to perform the data analysis and interpretation, in which we found the importance of thinking about the curriculum of non-formal education, especially considering the performance of such work is aimed at underprivileged classes, focusing on the integral formation of the individual. Correlating some elements of the curricular development we found a flexible, dynamic curriculum, guided by the performance of an active and democratic management that can work with skills and competencies of great importance for the human development, which evidences its significant contribution to a full-time education proposal.