EXPERIENCES AND REFLECTIONS IN THE FULL-TIME SCHOOL COURSE: ADVANCES AND POSSIBILITIES

Abstract

This research aimed to investigate how experiences and reflections within a full-time school course strengthen the teaching and learning of students in the early years of elementary school in the municipality of Cumaru-PE. Thus, the full-time school seeks to guarantee not only access but also quality retention, ensuring the right to learning in all its cognitive, social, cultural, ethical, and emotional dimensions. The methodology of this study adopted a qualitative approach, with bibliographic, documentary, and field procedures. The research is descriptive and interpretive in nature, as it sought to understand the perceptions of course participants regarding the Full-Time School Course. The choice of this approach is justified by the need to value the experiences, reflections, and meanings attributed by the participants in relation to the training. It was observed that educators recognize the importance of continuing education as a space for reflection, collective construction, and re-signification of pedagogical practice. However, the results pointed to the need for greater depth in content, more dynamic methodologies, and tools that facilitate interaction and accessibility. These findings reinforce the idea that teacher training should be continuous, contextualized, and committed to the reality of each school, where cultural, social, and geographical diversity imposes specific challenges to the implementation of educational policies. Therefore, this study reaffirms that advancing in the construction of a more inclusive and meaningful education requires commitment, articulation, and continuous investment. It is essential that training experiences be improved, that school management be strengthened, and that structural and pedagogical conditions be continuously evaluated.