Full-time education and full-time school: approximations and distances

• Autor(a) principal: Santos, Samanta Gabriely Alves dos
• Data de Publicação: 2021
• Outros Autores: Lins, Carla Patrícia Acioli
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Perspectivas
• Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6065
• topic: Educação integral; Escola em Tempo Integral; Aproximações e distanciamentos; Integral Education; Full-time School; Approaches and distances

This article seecks to point out possible approaches and distances between the conceptions of Integral Education and Full-Time Schools. To this end, we discuss the conceptions of integral education and full-time schools from Ernica (2006), Gadotti (2009), Fank and Hutner (2013), Pestana (2014), Dutra and Moll (2018). Integral Education and Full-Time Schools distance themselves insofar as ETIs, as long as they are not commited to the concept of Integral Education, can prioritize the welfare and social compensation policy, establishing only the space-times of the school produciong school subjects, for example, a feeling of enclosing. Integral Education, on the other hand, is committed to the recognition and integral development of subjects, understanding them in their various dimensions, placing them as central in the training process. We think that the approximations are possible as the extended time can also mean the expansion of formative and learning experiences.