Full Time School in Brazil: potentialities and limits in academic papers about analysis of experiences
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Data de Publicação: | 2016 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por eng spa |
Título da fonte: | Ensaio (Rio de Janeiro. Online) |
Texto Completo: | https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/920 |
Resumo: | The goal of this paper is to present the tracking results of publications about full education experiences in Brazil´s Education field, during the period of 2007 and 2012. Using the keywords “full-time school”, “experience analysis” and similar descriptors, 22 articles were selected in eleven journals indexed in levels A and B. The contents when organized into thematic categories showed a trend that concepts in full education as welfare to children and adolescents of the lower classes; despite the working models, the discussion does not have an end in space-time relationship, but rethink teacher´s training, addition of new players in teams work and structural changes in School´s operation and arrange; the integration of actions in the curricula, based on political and pedagogical fundamentals requires the identification of non-school sites in the development of extended period and the articulation of other knowledge out of school; finally, still remain incipient the impact evaluation of these actions. |
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Full Time School in Brazil: potentialities and limits in academic papers about analysis of experiencesEducacion Integral en Brasil: alcances y limitaciones en la produccion academica basados en analisis de experienciasEducação Integral no Brasil: potencialidades e limites em producoes academicas sobre analise de experienciasPoliticas públicas; Jornada escolar ampliada; AprendizagemPublic policies; Full education; LearningPoliticas públicas; Jornada escolar extendida; AprendizajeThe goal of this paper is to present the tracking results of publications about full education experiences in Brazil´s Education field, during the period of 2007 and 2012. Using the keywords “full-time school”, “experience analysis” and similar descriptors, 22 articles were selected in eleven journals indexed in levels A and B. The contents when organized into thematic categories showed a trend that concepts in full education as welfare to children and adolescents of the lower classes; despite the working models, the discussion does not have an end in space-time relationship, but rethink teacher´s training, addition of new players in teams work and structural changes in School´s operation and arrange; the integration of actions in the curricula, based on political and pedagogical fundamentals requires the identification of non-school sites in the development of extended period and the articulation of other knowledge out of school; finally, still remain incipient the impact evaluation of these actions.El objetivo de este trabajo es presentar resultados del examen de publicaciones en el area de la educacion de revistas nacionales, del periodo 2007 - 2012, referentes al analisis de experiencias de implementacion de programas de educacion integral. Por medio de los descriptores “educacion integral”, “analisis de experiencias” y similares fueron seleccionados 22 artículos en once revistas indexadas in extractos A y B. Los contenidos organizados en categorias tematicas mostraron una tendencia a si conceptuar la educacion integral como el bienestar de los niños y adolescentes de las clases bajas; cuanto a los modelos de trabajo, la discusion no termina en la relacion espacio-tiempo, pues implica tambien la formacion de profesores, la integracion de nuevos actores en el trabajo en equipo, los cambios estructurales en la organizacion y funcionamiento de las escuelas; la integracion de las acciones en los planes de estudio, basado en fundamentos politicos y pedagogicos requiere la identificacion de espacios no escolares en el desarrollo de jornada escolar extendida y la articulacion de otros conocimientos fuera de la escuela; por último, la evaluacion de impacto de estas acciones es aún incipiente.O objetivo do artigo e apresentar resultados de mapeamento de publicacoes da area da Educação sobre experiencias de educação integral em âmbito nacional, do periodo 2007- 2012. Os descritores “educação integral”, “analise de experiencias” e similares permitiram selecionar 22 artigos em onze periodicos dos extratos A e B. Os conteúdos organizados em categorias tematicas evidenciaram uma tendencia em concepcoes de educação integral como assistencialismo a criancas e adolescentes das camadas populares; quanto a modelos de funcionamento, a discussao nao se esgota na relação tempo-espaco, pois implica pensar formação de professores, integração de novos atores na equipe de trabalho, mudancas estruturais na organização e funcionamento das escolas; a integração das acoes nos planos curriculares, com base nos fundamentos politicos-pedagogicos requer a identificação de espacos nao escolares no desenvolvimento de jornada ampliada e na articulação de outros saberes fora da escola; por fim, ainda se mostra incipiente a avaliação de impactos dessas acoes.Fundação CesgranrioCastanho, Marisa Irene SiqueiraMancini, Silvana Gomes2016-02-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/92010.1590/S0104-40362016000100010Ensaio: Avaliação e Políticas Públicas em Educação; v. 24, n. 90 (2016): Revista Ensaio Jan./Mar.; 225-2481809-44650104-4036reponame:Ensaio (Rio de Janeiro. Online)instname:Fundação Cesgranrioinstacron:CESGRANRIO-2porengspahttps://revistas.cesgranrio.org.br/index.php/ensaio/article/view/920/452https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/920/453https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/920/454Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educaçãohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess2016-05-16T22:01:48Zoai:ojs.localhost:article/920Revistahttps://revistas.cesgranrio.org.br/index.php/ensaioONGhttps://revistas.cesgranrio.org.br/index.php/ensaio/oaiensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br1809-44650104-4036opendoar:2016-05-16T22:01:48Ensaio (Rio de Janeiro. Online) - Fundação Cesgranriofalse |
dc.title.none.fl_str_mv |
Full Time School in Brazil: potentialities and limits in academic papers about analysis of experiences Educacion Integral en Brasil: alcances y limitaciones en la produccion academica basados en analisis de experiencias Educação Integral no Brasil: potencialidades e limites em producoes academicas sobre analise de experiencias |
title |
Full Time School in Brazil: potentialities and limits in academic papers about analysis of experiences |
spellingShingle |
Full Time School in Brazil: potentialities and limits in academic papers about analysis of experiences Castanho, Marisa Irene Siqueira Politicas públicas; Jornada escolar ampliada; Aprendizagem Public policies; Full education; Learning Politicas públicas; Jornada escolar extendida; Aprendizaje |
title_short |
Full Time School in Brazil: potentialities and limits in academic papers about analysis of experiences |
title_full |
Full Time School in Brazil: potentialities and limits in academic papers about analysis of experiences |
title_fullStr |
Full Time School in Brazil: potentialities and limits in academic papers about analysis of experiences |
title_full_unstemmed |
Full Time School in Brazil: potentialities and limits in academic papers about analysis of experiences |
title_sort |
Full Time School in Brazil: potentialities and limits in academic papers about analysis of experiences |
author |
Castanho, Marisa Irene Siqueira |
author_facet |
Castanho, Marisa Irene Siqueira Mancini, Silvana Gomes |
author_role |
author |
author2 |
Mancini, Silvana Gomes |
author2_role |
author |
dc.contributor.none.fl_str_mv |
|
dc.contributor.author.fl_str_mv |
Castanho, Marisa Irene Siqueira Mancini, Silvana Gomes |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Politicas públicas; Jornada escolar ampliada; Aprendizagem Public policies; Full education; Learning Politicas públicas; Jornada escolar extendida; Aprendizaje |
topic |
Politicas públicas; Jornada escolar ampliada; Aprendizagem Public policies; Full education; Learning Politicas públicas; Jornada escolar extendida; Aprendizaje |
description |
The goal of this paper is to present the tracking results of publications about full education experiences in Brazil´s Education field, during the period of 2007 and 2012. Using the keywords “full-time school”, “experience analysis” and similar descriptors, 22 articles were selected in eleven journals indexed in levels A and B. The contents when organized into thematic categories showed a trend that concepts in full education as welfare to children and adolescents of the lower classes; despite the working models, the discussion does not have an end in space-time relationship, but rethink teacher´s training, addition of new players in teams work and structural changes in School´s operation and arrange; the integration of actions in the curricula, based on political and pedagogical fundamentals requires the identification of non-school sites in the development of extended period and the articulation of other knowledge out of school; finally, still remain incipient the impact evaluation of these actions. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-02-23 |
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://revistas.cesgranrio.org.br/index.php/ensaio/article/view/920 10.1590/S0104-40362016000100010 |
url |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/920 |
identifier_str_mv |
10.1590/S0104-40362016000100010 |
dc.language.iso.fl_str_mv |
por eng spa |
language |
por eng spa |
dc.relation.none.fl_str_mv |
https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/920/452 https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/920/453 https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/920/454 |
dc.rights.driver.fl_str_mv |
Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2016 Revista Ensaio: Avaliação e Politicas Públicas em Educação http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.coverage.none.fl_str_mv |
|
dc.publisher.none.fl_str_mv |
Fundação Cesgranrio |
publisher.none.fl_str_mv |
Fundação Cesgranrio |
dc.source.none.fl_str_mv |
Ensaio: Avaliação e Políticas Públicas em Educação; v. 24, n. 90 (2016): Revista Ensaio Jan./Mar.; 225-248 1809-4465 0104-4036 reponame:Ensaio (Rio de Janeiro. Online) instname:Fundação Cesgranrio instacron:CESGRANRIO-2 |
instname_str |
Fundação Cesgranrio |
instacron_str |
CESGRANRIO-2 |
institution |
CESGRANRIO-2 |
reponame_str |
Ensaio (Rio de Janeiro. Online) |
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Ensaio (Rio de Janeiro. Online) |
repository.name.fl_str_mv |
Ensaio (Rio de Janeiro. Online) - Fundação Cesgranrio |
repository.mail.fl_str_mv |
ensaio@cesgranrio.org.br||fatimacunha@cesgranrio.org.br||alan@cesgranrio.org.br |
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