INTERVALO INTERTURNO: CAMINHOS PARA O LAZER CRIATIVO NO ENSINO MÉDIO INTEGRADO DO IFAC

Abstract

This research, of an applied nature and linked to the Professional Master’s Program in Professional and Technological Education (ProfEPT), aimed to develop a proposal for educational leisure activities to reframe the inter-turn interval as an educational leisure space at the Federal Institute of Acre (IFAC), Rio Branco Campus. The proposal emerged from observing the difficulties faced by Integrated High School students, who remain at the institution for long periods to meet the required workload, without access to adequate leisure opportunities. This inter-turn interval is understood as a legitimate time for rest, directly related to students’ physical, emotional, and social well-being; however, there is a lack of structure and an absence of institutional policies addressing this time. The research adopted a qualitative approach with an exploratory-descriptive design, using online questionnaires and discussion circles to identify students’ perceptions, demands, and suggestions regarding the inter-turn interval. Data analysis followed Creswell’s spiral technique, enabling the organization and interpretation of the information produced. The results indicate that students value leisure, although most have never participated in organized educational activities during this period. The suggestions collected supported the development of a guideline booklet entitled EduLazer: Conexão Interturno, constituted as an Educational Product, which systematizes educational and leisure activities with potential applicability in similar institutional contexts. It is concluded that the inter-turn interval, when recognized and reorganized with pedagogical intent, can promote well-being and non-formal learning, aligning with the principles of an omnilateral, humanized, and democratic education. This study contributes to Teaching and Professional and Technological Education by proposing innovative strategies to value non-formal school times, reaffirming the role of public institutions in promoting citizenship, well-being, and human development. The Educational Product presents immediate applicability and potential for replication in other school realities.