INTEGRAL EDUCATION AND MICROTERRITORIES IN FULL-TIME SCHOOLS

Abstract

In the present study, the authors aim to explain and reflect on the epistemological and pedagogical principles that intertwine integral education, microterritories, and full-time schools. The discussion about the policy of implementing integral education in full-time schools raises issues related to funding, the infrastructure of educational networks, teacher training, and working conditions. This is a study based on a qualitative approach, exploratory in terms of its objectives, and bibliographic, regarding its procedures. For the reflection on integral education in full-time schools, we present, as possibilities for the development of educational practices, the organization of school spaces in the format of microterritories and thematic classrooms. These spaces are configured as environments that enhance collective and interactive work, which facilitates the construction of knowledge that leads to the formation of individuals that are politically and socially emancipated. The research emphasizes the importance of considering the social context of students attending high school in full-time schools, as it is crucial to listen to and understand what these individuals expect from the extension of their time in school. Finally, it is observed that the organization of spaces is relevant for implementing integral education, but this is not decisive in qualifying pedagogical practices; it is fundamental to focus on teacher training and working conditions, as well as ensuring funding to fully develop activities in full-time schools.