O direito ao ensino de qualidade: representações sociais de uma comunidade

This research identifies and analyzes the social representations of teachers, the students and parents about full-time school and the right to education of quality. Part of the assumptions that the security of subjective public right to education is constitutional; the full-time school allows an education of better quality; the representations of management team, teachers, students and parents about the issue, influencing the practices teaching; the family's participation in the educational process of children, as well as the involvement of students in their learning process, ensure the quality of teaching in schools. Accordingly, the Education Law, Moscovici and Jodelet bring significant contributions. The guiding methodology of this study gives a stamp of quality and uses as tools for data collection to free association of words, semi-structured questionnaire, document analysis, interviews, diary of field and literature search. The analysis and interpretation of data point to the assertion that the Constitutional Education Law to the teaching quality is understood by children, teachers and parents investigated as a fact in full-time school, although the stay of students in school is not a sine qua non for the security of this law, nor for success in school. Also shows that for parents the more important is access and permanence of children in school, because then you can have a balanced diet and staying away from the dangers that the street offers. These approaches contribute on the discussion about the role of the whole school community in the search for the quality of education and ensuring educational rights that are inherent to the citizen. Esta pesquisa identifica e analisa as representações sociais dos docentes, dos discentes e dos pais sobre a escola de tempo integral e o direito ao ensino de qualidade. Parte dos pressupostos de que a garantia do direito público subjetivo à educação é constitucional; a escola de tempo integral possibilita um ensino de melhor qualidade; as representações da equipe gestora, dos docentes, discentes e pais sobre o tema, influenciam as práticas pedagógicas; a participação da família no processo educacional dos filhos, bem como o envolvimento dos discentes em seu processo de aprendizagem, garantem a qualidade do ensino. Neste sentido, o Direito Educacional, Moscovici e Jodelet trazem contribuições importantes. A metodologia, de cunho qualitativo, utiliza como instrumentos a associação livre de palavras, questionário sem