<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362018000300780</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362018002601204</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Concepções e ações de professoras sobre propostas de um programa de educação integral]]></article-title>
<article-title xml:lang="en"><![CDATA[Conceptions and actions of female teachers related to full-time education proposals]]></article-title>
<article-title xml:lang="es"><![CDATA[Concepciones y acciones de profesoras sobre propuestas de un programa de educación integral]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castanho]]></surname>
<given-names><![CDATA[Marisa Irene Siqueira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Marjorie Cristina Rocha da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casarin]]></surname>
<given-names><![CDATA[Sonia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dorighello]]></surname>
<given-names><![CDATA[Letícia de Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Fieo  ]]></institution>
<addr-line><![CDATA[Osasco São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro Universitário Fieo  ]]></institution>
<addr-line><![CDATA[Osasco São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro Universitário Fieo  ]]></institution>
<addr-line><![CDATA[Osasco São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Centro Universitário Fieo  ]]></institution>
<addr-line><![CDATA[Osasco São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>26</volume>
<numero>100</numero>
<fpage>780</fpage>
<lpage>800</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362018000300780&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362018000300780&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362018000300780&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste trabalho foi identificar concep&#231;&#245;es e a&#231;&#245;es de professores em rela&#231;&#227;o a um programa de educa&#231;&#227;o integral. Foram analisadas respostas de 11 professoras de Ensino Fundamental I, de uma rede municipal de ensino, a partir de um roteiro semiestruturado de entrevista e question&#225;rios sociodemogr&#225;ficos. A an&#225;lise de conte&#250;do, com apoio no software Iramuteq, evidenciou a contribui&#231;&#227;o socializadora da educa&#231;&#227;o integral para a educa&#231;&#227;o formal; as dificuldades de integra&#231;&#227;o entre os professores dos dois curr&#237;culos; as tentativas de aproximar os pais e a aus&#234;ncia da no&#231;&#227;o de comunidade; o reconhecimento da import&#226;ncia das atividades n&#227;o formais e l&#250;dicas; o uso da motiva&#231;&#227;o e interesse do aluno pelas atividades das oficinas como condicionantes da frequ&#234;ncia na sala de aula; a predomin&#226;ncia da vis&#227;o assistencialista. Sugere-se a amplia&#231;&#227;o de pesquisas, o investimento na forma&#231;&#227;o de professores, visando &#224; melhor compreens&#227;o e &#224; atua&#231;&#227;o em programas articulados e planejamento de pol&#237;ticas p&#250;blicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective was to identify concepts and teachers&#8217; actions related to a full-time education proposal. Responses of eleven female elementary school teachers of a municipal network were analyzed from a semi-structured interview script and demographic surveys. The content analysis with support of Iramuteq software showed: the socializing contribution of the full-time program to formal education; the difficulties of integration between teachers of both curricula; the attempts to engage parents and the lack of sense of community; the recognition of the importance of non-formal and playful activities; the student motivation and interest in recreational activities used as determinants for classroom frequency; the prevalence of a paternalistic vision. Research should be expanded and investment in teachers training should be enhanced, aiming at better understanding and performing articulated programs and planning of public policies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este trabajo fue identificar concepciones y acciones de profesores en relaci&#243;n a un programa de educaci&#243;n integral. Se analizaron respuestas de once profesoras de Ense&#241;anza Fundamental I de una red municipal de ense&#241;anza, a partir de un itinerario estructurado de entrevista y cuestionarios sociodemogr&#225;ficos. El an&#225;lisis de contenido, con apoyo en el software Iramuteq, evidenci&#243; la contribuci&#243;n socializadora de la educaci&#243;n integral para la educaci&#243;n formal; las dificultades de integraci&#243;n entre los profesores de los dos curr&#237;culos; los intentos de aproximar a los padres y la ausencia de la noci&#243;n de comunidad; el reconocimiento de la importancia de las actividades no formales y l&#250;dicas; el uso de la motivaci&#243;n e inter&#233;s del alumno por las actividades de los talleres como condicionantes de la frecuencia en el aula; el predominio de la visi&#243;n asistencialista. Se sugiere la ampliaci&#243;n de investigaciones, la inversi&#243;n en la formaci&#243;n de profesores, buscando la mejor comprensi&#243;n y la actuaci&#243;n en programas articulados y planificaci&#243;n de pol&#237;ticas p&#250;blicas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Jornada escolar ampliada]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Políticas públicas]]></kwd>
<kwd lng="en"><![CDATA[Extended school day]]></kwd>
<kwd lng="en"><![CDATA[Teachers training]]></kwd>
<kwd lng="en"><![CDATA[Elementary school]]></kwd>
<kwd lng="en"><![CDATA[Public policies]]></kwd>
<kwd lng="es"><![CDATA[Jornada escolar ampliada]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza fundamental]]></kwd>
<kwd lng="es"><![CDATA[Políticas públicas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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