REFLEXÕES SOBRE OS PRINCIPIO DA FORMAÇÃO INTEGRADA E A ESCOLA DE TEMPO INTEGRAL

Abstract

This work aims to reflect on the possible relationships between time education and high school technological professional education (EPT). Conceived in light of Marxist theory what is sought is to analyze how the proposal of full-time high school education has intersections with the technological professional (EPT) and try to identify possibilities that may support the role of the teacher in schools. The basis of research on integrated education of integrated time was based on the assumptions of new time/spaces and educational opportunities for in addition to the classroom, school, in the perspective of developing all dimensions of the student. In according to Ciavatta (2008), the terms of integrated training, polytechnic training and education technological, seek to understand the demands of the world of work anchored by science and technology as productive forces, builders of values, sources of wealth. However, the genesis of capitalism, makes the productive forces generate exclusion, underemployment, loss of bonds communities and identity itself. The methodological approach used in this work was the bibliographical survey which contributed to the reflection on integral and autonomous training and how these principles can make significant contributions to full development and omnilateral form of the student, enabling the teacher to develop educational practices that can working on all dimensions of knowledge, humanizing educational relationships and forming values ​​and attitudes committed to a plural society.