The place of comprehensive education in social policy

• Autor(a) principal: Carvalho, Maria do Carmo Brant de
• 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
• topic: Comprehensive education; Learning spaces; Social policies; Educational policies; Educação integral; Espaços de aprendizagem; Políticas sociais; Políticas educacionais

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.