O ensino de geografia em uma escola estadual em tempo integral na rede estadual de Teresina-Piauí

Abstract

The full-time school emerges as an educational proposal that seeks to extend learning time and enrich students' formative experiences. By extending the school day, this model offers opportunities to develop academic, cultural, and socio-emotional skills in a more integrated way. It is an alternative that seeks to strengthen comprehensive education and respond to the contemporary demands of education. This work analyzes the transformations in the teaching of Geography in a full-time state public school, located in the Southeast zone of the city of Teresina, state of Piauí, based on the experiences lived during the Supervised Internship II of the Geography Degree course at the State University of Piauí (UESPI). The objective of the research is to understand how teachers have adapted their pedagogical practices to the new curricular organization proposed by the Full-Time High School model. With the expansion of the school day, teachers face challenges related to the reorganization of teaching time, the adoption of active methodologies, and the monitoring of the students' learning process. This qualitative research is characterized as exploratory and descriptive, based on classroom observations, document analysis, and a literature review. One Geography teacher and one pedagogical coordinator were also interviewed using an open-ended questionnaire containing 14 questions. In conclusion, the research indicates that the proposal for full-time secondary education is quite interesting and promising, but there is still a long way to go, from teacher training to the structural issues of educational institutions.