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

Detalhes bibliográficos
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
Resumo: 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.
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spelling Full-time education and full-time school: approximations and distancesEducação integral e escola em tempo integral: aproximações e distanciamentos Educação integralEscola em Tempo IntegralAproximações e distanciamentosIntegral EducationFull-time SchoolApproaches and distancesThis 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.Este artigo busca sinalizar possíveis aproximações e distanciamentos entre as concepções de Educação Integral e de Escolas de Tempo Integral (ETI). Para tal, apoiamos nossa discutimos a partir de Ernica (2006), Gadotti (2009), Fank e Hutner (2013), Pestana (2014), Dutra e Moll (2018). As concepções de Educação Integral e de Escolas de Tempo Integral se distanciam na medida que as ETIs desde que não estejam comprometidas com a concepção de  Educação Integral, podem priorizar a política de assistencialismo e compensação social, estabelecendo apenas a extensão do tempo de permanência na escola sem re-pensar seus espaçostempos, assim pode acabar produzindo entre os sujeitos escolares, por exemplo, um sentimento de enclausuramento. Já a Educação Integral, compromete-se com o reconhecimento e desenvolvimento integral dos sujeitos, compreende-os em suas diversas dimensões, pondo-os como central no processo formativo. Pensamos que as aproximações são possíveis na medida que o tempo estendido também pode significar ampliação das experiências formativas e de aprendizagens.  EdUECE - Editora da Universidade Estadual do Ceará2021-08-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6065Teaching in Perspectives; Vol. 2 No. 4 (2021): Ensino em Perspectivas; 1-8Enseñar en perspectivas; Vol. 2 Núm. 4 (2021): Ensino em Perspectivas; 1-8Ensino em Perspectivas; v. 2 n. 4 (2021): Ensino em Perspectivas; 1-82675-9144reponame:Ensino em Perspectivasinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6065/5631Copyright (c) 2021 Samanta Gabriely Alves dos Santos, Carla Patrícia Acioli Linshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Samanta Gabriely Alves dos Lins, Carla Patrícia Acioli2022-10-03T18:21:51Zoai:ojs.revistas.uece.br:article/6065Revistahttps://revistas.uece.br/index.php/ensinoemperspectivas/indexPUBhttps://revistas.uece.br/index.php/ensinoemperspectivas/oaiensino.perspectivas@gmail.com2675-91442675-9144opendoar:2022-10-03T18:21:51Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Full-time education and full-time school: approximations and distances
Educação integral e escola em tempo integral: aproximações e distanciamentos
title Full-time education and full-time school: approximations and distances
spellingShingle Full-time education and full-time school: approximations and distances
Santos, Samanta Gabriely Alves dos
Educação integral
Escola em Tempo Integral
Aproximações e distanciamentos
Integral Education
Full-time School
Approaches and distances
title_short Full-time education and full-time school: approximations and distances
title_full Full-time education and full-time school: approximations and distances
title_fullStr Full-time education and full-time school: approximations and distances
title_full_unstemmed Full-time education and full-time school: approximations and distances
title_sort Full-time education and full-time school: approximations and distances
author Santos, Samanta Gabriely Alves dos
author_facet Santos, Samanta Gabriely Alves dos
Lins, Carla Patrícia Acioli
author_role author
author2 Lins, Carla Patrícia Acioli
author2_role author
dc.contributor.author.fl_str_mv Santos, Samanta Gabriely Alves dos
Lins, Carla Patrícia Acioli
dc.subject.por.fl_str_mv Educação integral
Escola em Tempo Integral
Aproximações e distanciamentos
Integral Education
Full-time School
Approaches and distances
topic Educação integral
Escola em Tempo Integral
Aproximações e distanciamentos
Integral Education
Full-time School
Approaches and distances
description 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.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-09
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.uece.br/index.php/ensinoemperspectivas/article/view/6065
url https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6065
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/6065/5631
dc.rights.driver.fl_str_mv Copyright (c) 2021 Samanta Gabriely Alves dos Santos, Carla Patrícia Acioli Lins
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Samanta Gabriely Alves dos Santos, Carla Patrícia Acioli Lins
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
dc.source.none.fl_str_mv Teaching in Perspectives; Vol. 2 No. 4 (2021): Ensino em Perspectivas; 1-8
Enseñar en perspectivas; Vol. 2 Núm. 4 (2021): Ensino em Perspectivas; 1-8
Ensino em Perspectivas; v. 2 n. 4 (2021): Ensino em Perspectivas; 1-8
2675-9144
reponame:Ensino em Perspectivas
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Ensino em Perspectivas
collection Ensino em Perspectivas
repository.name.fl_str_mv Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv ensino.perspectivas@gmail.com
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