Resumo

PEREIRA, Talita Vidal  e  SIRINO, Marcio Bernardino. ARTICULATED MEANINGS ABOUT THE CONCEPT OF INTEGRAL EDUCATION. e-Curriculum [online]. 2020, vol.18, n.1, pp.200-220.  Epub 30-Set-2020. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2020v18i1p200-220.

The aim of the current article is to identify and address some articulated meanings about the contemporary idea of Integral Education. The study used dissertations and theses defended from 2006 to 2016 as empirical material, which was produced at the Center for Studies, Times, Spaces and Integral Education of Federal University of Rio de Janeiro State (NEEPHI / UNIRIO - Núcleo de Estudos, Tempos, Espaços e Educação Integral, da Universidade Federal do Estado do Rio de Janeiro). NEEPHI is a national reference for studies about Integral Education and/in Full Time. The theses and dissertations were analyzed based on the post-structural perspective, mainly on the Discourse Theory by Ernesto Laclau and Chantal Mouffe. These documents provided different meanings to Integral Education, which were associated with aspects such as Social Protection; Differentiated Spaces and Other Subjects; New Training Opportunities; Teacher Training and Practice; Historical Debt Repair; Technical Education Offer; Democratic Management; Pursuit of a Differentiated Discipline Matrix; Increase in Learning Indicators; Integral (full-time) Education. They also allowed identifying how hybrid the analyzed perspectives were. Despite the observed differences between concepts, the analyzed texts share a salvationist and/or redemptive perspective of Integral Education, a fact that highlights the need of addressing the constant struggles for meanings and the attempts to give certain meanings to Integral Education.

Palavras-chave : Curriculum; Signification Processes; Integral Education; Discourse Theory.

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