Full Time School in Brazil: potentialities and limits in academic papers about analysis of experiences

• Autor(a) principal: Castanho, Marisa Irene Siqueira
• Data de Publicação: 2016
• Outros Autores: Mancini, Silvana Gomes
• 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
• topic: Politicas públicas; Jornada escolar ampliada; Aprendizagem; Public policies; Full education; Learning; Politicas públicas; Jornada escolar extendida; Aprendizaje

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.