PIBID, Full-Time Education, and Teacher Training

experiences in teaching philosophy at a public school in Ouro Preto

Abstract

This article analyzes the challenges of full-time education and Philosophy teaching based on experiences and observations developed through the Institutional Program for Teaching Initiation Scholarships (PIBID) at Escola Estadual Desembargador Horácio Andrade, in Ouro Preto, Minas Gerais, Brazil. It begins by distinguishing full-time schooling, understood as the extension of the school day, from comprehensive education, understood as a broader process of student formation. The analysis connects the historical trajectory of policies aimed at extending school time in Brazil with the concrete conditions observed at the school, considering structural, organizational, social, and curricular dimensions. It also discusses upper-secondary education integrated with vocational education and its effects on school routines. In Philosophy teaching, the article examines the limits imposed by the reduced weekly workload, the greater value attributed to technical subjects, and possibilities for contextualizing philosophical concepts without abandoning conceptual rigor. PIBID is understood as a space for bringing university and school together, in which planning, intervention, and collective reflection contribute to initial teacher education and to the construction of professional identity. Finally, the article argues that school experience should be understood through the relations among teacher education, material conditions at school, and the historical and political context of educational policies.