Educação em Tempo Integral no Colégio Estadual do Campo Chico Mendes - Ensino Infantil, Fundamental, Médio e Profissional – PR: Reflexões a partir da Pedagogia Histórico-Crítica

Abstract

This research, situated within the field of History of Education, aims to understand how the process of Full-Time Education took place at Chico Mendes State School of the Countryside – Elementary, Secondary and Vocational Education – PR. To this end, we adopted Historical-Dialectical Materialism, characterized as an instrument for analyzing and reflecting on concrete, historical and material reality in its totality. Through bibliographic and documentary sources, we sought to answer the following guiding question: what are the limits and possibilities of implementing Full Time Education at Chico Mendes State School, given that it is a rural school located within an MST settlement? The specific objectives of the research include: recovering the history of the Landless Rural Workers' Movement (MST) and its intrinsic relationship with the municipality of Quedas do Iguaçu and Chico Mendes State School; contextualizing the foundations, principles and guidelines of Rural Education and Full-Time Education based on an analysis of their guiding documents and theoretical references; and analyzing the challenges, contradictions and teaching conceptions found in the organization of Chico Mendes State School within the context of the MST and Full-Time Education in rural areas. The research made it possible to revisit the historical process of the agrarian question in Brazil, in Paraná, and in Quedas do Iguaçu, as well as to examine the significance of Chico Mendes State School's historical trajectory and to reflect on the intended conception of Full-Time Education against the reality of its implementation. It was observed that Full-Time Education, as it appears in public policy discourse, is tied to an adaptive logic aimed at fitting students to the labor market. This orientation runs counter to the emancipatory perspective that views education as a means toward omnilateral human formation, tending instead to hollow out content, reproduce the social division of labor, and perpetuate historical inequalities.