RESIGNIFICATION OF THE CURRICULUM IN FULL-TIME EDUCATION: A QUALITATIVE ANALYSIS OF TEACHER PERCEPTIONS AFTER TRAINING INTERVENTION

Abstract

Full-Time Education (FTE), as a public policy, ensures a comprehensive education for students. However, it has been observed that many teachers present restricted and distorted understandings of the role of the curriculum in FTE, compromising pedagogical practices and student empowerment. This study aimed to investigate how a formative intervention contributes to the redefinition of teachers' conceptions of the curriculum, the development of the curriculum framework, and the management of the Common and Diversified Cores in the context of Full-Time Education. The research adopted a mixed qualitative-quantitative, descriptive-exploratory approach, with a pragmatic-hermeneutic paradigm, and was conducted through action research. The sample consisted of 52 elementary school teachers (grades 1-5) from public schools in Teresina, Piauí. A Likert-scale questionnaire and semi-structured interviews were used as instruments. The analyses involved descriptive statistical analysis of the objective questions and content analysis of the discursive responses. The results, presented and discussed in the article, indicate that the training intervention enabled significant advances in teachers' understanding of the curriculum, promoting a more critical understanding aligned with the principles of Comprehensive Education, the National Common Curricular Base (BNCC), and the strengthening of student empowerment. This concludes with the need to expand and strengthen teacher training programs focused on ETI.