Full-Time Education

Possibilities for Pedagogical Practices in Physical Education at Professor José Jório State School in São João do Manteninha/MG

Abstract

This article, derived from a master's dissertation, investigated the relationships between the guidelines of Full-Time Education (ETI) and the production of pedagogical practice in Physical Education (PE) at Escola Estadual Professor José Jório, located in the municipality of São João do Manteninha, in the state of Minas Gerais. Based on the framework of integral education, articulating cognitive, socio-emotional, cultural, and civic dimensions, the study analyzed the extent to which the expansion of school time and spaces qualifies learning experiences. Anchored in a qualitative approach, with bibliographic, documentary, and field research, the study employed observation, a questionnaire, and semi-structured interviews, which were analyzed through content analysis procedures (Bardin, 2016; Tracy, 2020; Braun & Clarke, 2021; Minayo, 2022). The results revealed a set of practices consistent with Full-Time Education, such as active methodologies, inclusion guided by criteria of participation and progression, integration of digital technologies, and ethical-pedagogical mediations aimed at democratic coexistence. Despite the advancements, structural challenges persist that limit the diversification of bodily practices and demand investment policies and ongoing teacher development. The study concludes that, when supported by a clear pedagogical project and adequate policies, Physical Education within Full-Time Education broadens cultural repertoires, strengthens social bonds, and enhances the meanings of learning and living together in the school context.