Explorando o currículo: uma análise de gestão dos tempos e espaços nas escolas de educação em tempo integral de Porto Alegre

Abstract

This study investigates the management of time and space within the curriculum of full-time municipal schools in Porto Alegre, aiming to understand how this organization can contribute to the educational experience of students and the quality of teaching. The central research question is: How is the management of time and space structured within the curriculum of full-time municipal schools in Porto Alegre? Based on this issue, the study seeks to analyze how school time and space are organized, utilized, and redefined in the school routine and how such management can influence the educational process. The research was conducted in three of the six full-time municipal schools currently operating in the city, adopting a qualitative approach. The study draws on theoretical frameworks from authors such as Jaqueline Moll, Miguel Arroyo, Ana Maria Cavaliere, António Nóvoa, Alfredo Veiga-Neto, and José Carlos Libâneo. Data collection instruments included document analysis, questionnaires, and semistructured interviews with school principals and supervisors. Inspired by Miguel Arroyo’s reflection (2012, p. 33), which emphasizes “the right to time-spaces for a just and dignified life,” this study sought to highlight school organization not merely as a structural factor but as a crucial element in the quality of full-time education. The findings indicate that simply extending school hours does not guarantee meaningful and comprehensive education. The study emphasizes that effective time and space management requires careful planning, adaptation of physical structures, and innovative pedagogical practices. Challenges were also identified, such as the need for greater institutional support, ongoing teacher training, and the structuring of public policies that ensure the continuity of implemented actions. As a final product, the research proposes a pedagogical intervention aimed at improving the management of school time and space through discussions among educators and managers, exchange of experiences in workshops, and collaborative meetings. Additionally, the creation of an e-book will document and disseminate these innovative practices, establishing a collaborative repository to guide other institutions in the implementation and strengthening of full-time education. Thus, this study contributes to the reflection on educational policies and pedagogical practices that enhance comprehensive education, reinforcing the need for a closer look at the management of time and space as fundamental elements in building a more inclusive and transformative public school system.