Full-time education and full-time school: approximations and distances
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Data de Publicação: | 2021 |
Outros Autores: | |
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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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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