O impacto da implantação do projeto de educação do campo em tempo integral na Escola Ernesto Che Guevara - Assentamento Antônio Conselheiro em Tangará da Serra-MT.

Abstract

This article analyzes teachers’ perceptions regarding the implementation of the Full-Time Education Program in rural schools, focusing on the pedagogical, structural, and social challenges faced during its execution. The investigation is based on semi-structured interviews conducted with teachers working in Early Childhood Education and in the initial and final years of Elementary Education, as well as in High School, at C.M.E. Ernesto Che Guevara, located in the Antônio Conselheiro Settlement in Tangará da Serra, MT. The results indicate that, although the extension of school hours has provided significant advances—such as increased access to cultural and sports activities, improvements in physical infrastructure, greater interaction between teachers and students, enhancement of academic performance, and strengthening of student protagonism—challenges were also identified. Among these are the overload of activities, students’ physical and mental fatigue, distancing from the community, and the tendency of some parents to entirely transfer responsibility for their children’s education to the school. The study reveals that, for full-time education to effectively fulfill its transformative role, it is essential to adopt an approach sensitive to the specificities of the territory, aligned with an analysis of the guidelines of the Full-Time Education Program. The findings highlight tensions between official directives and the realities experienced in local communities, pointing to an adaptation process that, although it has promoted advances such as the expansion of physical infrastructure, the hiring of new professionals, and the strengthening of more inclusive pedagogical practices, still faces resistance. It is concluded that the effectiveness of the Full-Time Education Program in Rural Education is directly related to the formulation and implementation of public policies that ensure the active participation of teachers, school management, the local community, and students. Such policies must be guided by the recognition and appreciation of the specific characteristics that define the rural context, establishing themselves as fundamental elements for the success and sustainability of the educational proposal.