Conceptions and actions of female teachers related to full-time education proposals

Abstract

The objective was to identify concepts and teachers’ actions related to a full-time education proposal. Responses of eleven female elementary school teachers of a municipal network were analyzed from a semi-structured interview script and demographic surveys. The content analysis with support of Iramuteq software showed: the socializing contribution of the full-time program to formal education; the difficulties of integration between teachers of both curricula; the attempts to engage parents and the lack of sense of community; the recognition of the importance of non-formal and playful activities; the student motivation and interest in recreational activities used as determinants for classroom frequency; the prevalence of a paternalistic vision. Research should be expanded and investment in teachers training should be enhanced, aiming at better understanding and performing articulated programs and planning of public policies.

Extended school day; Teachers training; Elementary school; Public policies