The place of comprehensive education in social policy
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Cadernos Cenpec (Online) |
Texto Completo: | https://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/166 |
Resumo: | This paper discusses the concept, content and locus of comprehensive education, considering that education is presented as a central point of economic and social development and has taken on a multidimensional meaning; in other words, school is not the only space for learning. It points out that an education policy that closes in on itself loses its transformative meaning. Education is not just centered on formal systems of teaching: the child-youth group needs and desires socio-educational learning that covers cultural, educational, sporting, leisure and health activities. It upholds that the LDB's full time requirement does not need to be implemented exclusively at the school, since from a pragmatic vantage point the school system operates with two or even three different class periods per day in order to serve all potential students, a situation that will not be resolved in the medium term. Looking to meet full time schooling requires organic articulation between public schools and socio-educational programs executed by non-governmental organizations in the micro-territories themselves. From an educational intentionality viewpoint, today's society is characterized by its multifaceted complexity, woven by the speed of constant and cumulative changes, caused by scientific advances and, especially, the increased possibilities to access information and consumer networks. This is a society driven by knowledge and information. The paper concludes that in order to answer the contemporary demands for learning and sociability, articulations of more organic coexistence are needed between government and non-government public services and programs, as a trend for actions in public education. |
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The place of comprehensive education in social policyO Lugar da educação integral na política socialComprehensive education; Learning spaces; Social policies; Educational policiesEducação integral; Espaços de aprendizagem; Políticas sociais; Políticas educacionaisThis paper discusses the concept, content and locus of comprehensive education, considering that education is presented as a central point of economic and social development and has taken on a multidimensional meaning; in other words, school is not the only space for learning. It points out that an education policy that closes in on itself loses its transformative meaning. Education is not just centered on formal systems of teaching: the child-youth group needs and desires socio-educational learning that covers cultural, educational, sporting, leisure and health activities. It upholds that the LDB's full time requirement does not need to be implemented exclusively at the school, since from a pragmatic vantage point the school system operates with two or even three different class periods per day in order to serve all potential students, a situation that will not be resolved in the medium term. Looking to meet full time schooling requires organic articulation between public schools and socio-educational programs executed by non-governmental organizations in the micro-territories themselves. From an educational intentionality viewpoint, today's society is characterized by its multifaceted complexity, woven by the speed of constant and cumulative changes, caused by scientific advances and, especially, the increased possibilities to access information and consumer networks. This is a society driven by knowledge and information. The paper concludes that in order to answer the contemporary demands for learning and sociability, articulations of more organic coexistence are needed between government and non-government public services and programs, as a trend for actions in public education. O texto trata do conceito, conteúdo e lócus da educação integral, considerando que a educação se apresenta como ponto central do desenvolvimento econômico social e ganhou sentido multissetorial, ou seja, a escola não é o único espaço de aprendizagem.Destaca que uma política de educação fechada em si mesma perde seu sentido transformador. A educação não está centrada apenas em sistemas formais de ensino: o grupo infanto-juvenil precisa e deseja aprendizagens socioeducativas, que abarquem atividades de cultura, educação, esporte, lazer e saúde. Afirma que o tempo integral exigido pela LDB não precisa ser feito exclusivamente na escola, uma vez que, do ponto de vista pragmático, a rede escolar opera com dois ou até mesmo três turnos para atender à demanda por vagas, situação que não se resolverá no médio prazo. A busca do tempo integral exige uma articulação orgânica entre escola pública e programas socioeducativos realizados por organizações não governamentais nos próprios microterritórios. Do ponto de vista da intencionalidade educacional, a sociedade atual é caracterizada por sua complexidade multifacetada, tecida pela velocidade de mudanças, constantes e cumulativas, provocadas pelos avanços científicos e, sobretudo, pelo aumento das possibilidades de acesso a redes de informação e de consumo. Uma sociedade movida pelo conhecimento e pela informação. O artigo conclui que, para responder às demandas de aprendizagem e sociabilidade da contemporaneidade, é necesssário articulações de convivência mais orgânicas entre programas e serviços públicos estatais e não estatais, como uma tendência de ações de educação pública.Cenpec - Centro de Estudos e Pesquisas em Educação, Cultura e Ação ComunitáriaCarvalho, Maria do Carmo Brant de2006-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/16610.18676/cadernoscenpec.v1i2.166Cadernos Cenpec | Nova série; v. 1, n. 2 (2006): Educação IntegralCadernos Cenpec; v. 1, n. 2 (2006): Educação Integral2237-99832237-998310.18676/cadernoscenpec.v1i2reponame:Cadernos Cenpec (Online)instname:Centro de Estudos e Pesquisa em Educação, Cultura e Ação Comunitária (CENPEC)instacron:CENPECporhttps://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/166/195info:eu-repo/semantics/openAccess2016-05-03T14:29:11Zoai:ojs.www.cadernos.cenpec.org.br:article/166Revistahttps://cadernos.cenpec.org.br/cadernos/index.php/PUBhttps://cadernos.cenpec.org.br/cadernos/index.php/cadernos/oaiceliaparra@cenpec.org.br||celiaparra@cenpec.org.br2237-99832237-9983opendoar:2016-05-03T14:29:11Cadernos Cenpec (Online) - Centro de Estudos e Pesquisa em Educação, Cultura e Ação Comunitária (CENPEC)false |
dc.title.none.fl_str_mv |
The place of comprehensive education in social policy O Lugar da educação integral na política social |
title |
The place of comprehensive education in social policy |
spellingShingle |
The place of comprehensive education in social policy Carvalho, Maria do Carmo Brant de Comprehensive education; Learning spaces; Social policies; Educational policies Educação integral; Espaços de aprendizagem; Políticas sociais; Políticas educacionais |
title_short |
The place of comprehensive education in social policy |
title_full |
The place of comprehensive education in social policy |
title_fullStr |
The place of comprehensive education in social policy |
title_full_unstemmed |
The place of comprehensive education in social policy |
title_sort |
The place of comprehensive education in social policy |
author |
Carvalho, Maria do Carmo Brant de |
author_facet |
Carvalho, Maria do Carmo Brant de |
author_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Carvalho, Maria do Carmo Brant de |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Comprehensive education; Learning spaces; Social policies; Educational policies Educação integral; Espaços de aprendizagem; Políticas sociais; Políticas educacionais |
topic |
Comprehensive education; Learning spaces; Social policies; Educational policies Educação integral; Espaços de aprendizagem; Políticas sociais; Políticas educacionais |
description |
This paper discusses the concept, content and locus of comprehensive education, considering that education is presented as a central point of economic and social development and has taken on a multidimensional meaning; in other words, school is not the only space for learning. It points out that an education policy that closes in on itself loses its transformative meaning. Education is not just centered on formal systems of teaching: the child-youth group needs and desires socio-educational learning that covers cultural, educational, sporting, leisure and health activities. It upholds that the LDB's full time requirement does not need to be implemented exclusively at the school, since from a pragmatic vantage point the school system operates with two or even three different class periods per day in order to serve all potential students, a situation that will not be resolved in the medium term. Looking to meet full time schooling requires organic articulation between public schools and socio-educational programs executed by non-governmental organizations in the micro-territories themselves. From an educational intentionality viewpoint, today's society is characterized by its multifaceted complexity, woven by the speed of constant and cumulative changes, caused by scientific advances and, especially, the increased possibilities to access information and consumer networks. This is a society driven by knowledge and information. The paper concludes that in order to answer the contemporary demands for learning and sociability, articulations of more organic coexistence are needed between government and non-government public services and programs, as a trend for actions in public education. |
publishDate |
2006 |
dc.date.none.fl_str_mv |
2006-08-01 |
dc.type.none.fl_str_mv |
|
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/166 10.18676/cadernoscenpec.v1i2.166 |
url |
https://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/166 |
identifier_str_mv |
10.18676/cadernoscenpec.v1i2.166 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://cadernos.cenpec.org.br/cadernos/index.php/cadernos/article/view/166/195 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Cenpec - Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária |
publisher.none.fl_str_mv |
Cenpec - Centro de Estudos e Pesquisas em Educação, Cultura e Ação Comunitária |
dc.source.none.fl_str_mv |
Cadernos Cenpec | Nova série; v. 1, n. 2 (2006): Educação Integral Cadernos Cenpec; v. 1, n. 2 (2006): Educação Integral 2237-9983 2237-9983 10.18676/cadernoscenpec.v1i2 reponame:Cadernos Cenpec (Online) instname:Centro de Estudos e Pesquisa em Educação, Cultura e Ação Comunitária (CENPEC) instacron:CENPEC |
instname_str |
Centro de Estudos e Pesquisa em Educação, Cultura e Ação Comunitária (CENPEC) |
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CENPEC |
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CENPEC |
reponame_str |
Cadernos Cenpec (Online) |
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Cadernos Cenpec (Online) |
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Cadernos Cenpec (Online) - Centro de Estudos e Pesquisa em Educação, Cultura e Ação Comunitária (CENPEC) |
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celiaparra@cenpec.org.br||celiaparra@cenpec.org.br |
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