Integral education is a methodology that seeks to develop the student in several aspects.

When we approach the integral education theme what is the first thing that comes to your mind? It’s probably the idea that time spent in school extends to two periods, ie, instead of the usual four hours, students spend about seven hours a day in school, in contact with classes and activities that stimulate their training.

However, this is only one aspect. In fact, integral education goes far beyond the simple idea of increasing time, as it consists in rethinking the learning offered and extending the spaces where they take place. From this perspective, the school would have the role of providing a teaching and learning process aiming not only at the cognitive but also the social, physical and affective development of the student and all the actors involved in education.

But what does this mean in practice?

The integral education initiative seeks to devise teaching methodologies that go beyond the reducing idea that only extended teaching time is sufficient for students to learn and develop skills. Amplifying understanding, this type of school comes to reaffirm the right of all children and adolescents to education and access to different knowledge.

The basis of integral education is the dialogue between educator and learner, to foster the interest and participation of these students in relation to the process of knowledge construction. That is, valuing teaching and recognizing student needs is a way to enable them to increasingly engage in learning new things and apply the concepts discussed during classes or activities related to education. In fact, increasing the range of learning helps to reduce inequalities among students in the country.

Another premise of integral education that is very important in the teaching process is the repercussion of more than one kind of knowledge on student education.For example, it is very common to associate the most traditional teaching methods with the repercussion of scientific and empirical knowledge, which in integral education does not correspond to the whole process. In this new model, learners also learn the concepts of basic training, but are further encouraged to exercise other capacities and intelligences in order to have more possibilities to mature their minds.

Integral education can be applied full time, but one thing does not necessarily mean the other. Understand more about the differences in the table:

Want to implement integral education?

To contribute to the educators who wish to put this methodology model into practice, we have listed a step by step that will make the understanding of this theme clearer. Check it out:

• The right to quality education is the key to the expansion and guarantee of other human and social rights.
• The ultimate goal of integral education is to promote the integral development of students through intellectual, affective, social and physical aspects.
• Education should promote articulations and coexistence between educators, community and families, public programs and services, between governments and Civil Society Organizations, inside and outside the school.
• The school is part of a network that enables the understanding of society, the construction of value judgments and the integral development of the human being.
• City organizations and institutions need to strengthen the understanding that they are also educational spaces and can act as educational agents. The school needs to strengthen the understanding that it is not the only educating space in the city.
• The political-pedagogical project must be developed by the whole school community reflecting the importance and complementarity of academic and community knowledge.
• Staying longer in school is not necessarily synonymous with integral education; spend more time on meaningful learning, is.

The school acts as a catalyst between the educational spaces and their surroundings and serves as a place where other spaces can be resignified and other projects articulated.

Besides demanding the articulation of agents, times and spaces, integral education relies on the articulation of policies (culture, sports, social assistance, environment, health and others) and programs.

Integral education and the Purunã Institute

In São Luiz do Purunã district, in Balsa Nova – PR, some actions developed by the Purunã Institute in partnership with schools and local community are implementing and developing practices focused on integral education. Through projects such as Educating, Forming Multipliers and BE-lieve, the development of children, adolescents and teachers is worked out, valuing the culture, empirical knowledge and local traditions.

adoras, clique aqui.