INTEGRAL EDUCATION (IE) IN THE MUNICIPAL SCHOOL NETWORK OF QUEIMADOS/RJ: IMPLEMENTATION AND CHALLENGES IN LIGHT OF CRITICAL PEDAGOGIES
Integral Education, Burns, Teaching Practices, Curriculum, Baixada Fluminense.
Integral Education emerges as an innovative and essential pedagogical approach for the holistic formation of human beings, overcoming the traditional paradigm that restricts teaching to the fragmented transmission of formal and specific contents. This perspective, anchored in critical pedagogies, challenges hegemonic educational models and proposes radical alternatives for school practices, fostering competencies that transcend academic knowledge to encompass social, emotional, cultural, and physical dimensions. The general objective of the research is to analyze the effectiveness of Full-Time Education (ETI) in the Municipal Education Network of Queimados/RJ, in the light of the critical pedagogies of Paulo Freire and Célestin Freinet, proposing a hybrid model for challenges and powers in policies for autonomous subjects, aligned with SDG 4. The research methodology adopts a qualitative approach, based on an exploratory-descriptive case study, having as an empirical field the Municipal Education Network of Queimados (RJ). The following data production instruments will be used: Document analysis (action plans, legislation, technical reports); Semi-structured interviews with managers, teachers and students; (experience reports); Participant observation in Integral Education hub schools; Field diary and records of the researcher as an institutional agent of the policy studied.