Relation with Knowledge in the Full-Time School

• Autor(a) principal: Souza, Maria Celeste Reis Fernandes
• Data de Publicação: 2016
• Outros Autores: Charlot, Bernard
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação & Realidade
• Texto Completo: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/59843
• topic: Integral Education. Full-Time School. Relations to Knowledge.; Educação Integral. Escola em Tempo Integral. Relação com o Saber.

This article presents partial results of a research that seeks to understand the relationships that students of final years of elementary school establish with knowledge and the Full-Time School. The theoretical and methodological frameworks are the studies of Bernard Charlot on the relation to knowledge. The analysis highlights the binomial protection/education, and the relationship expansion of time and learning with its tensions and contradictions. The conclusions indicate that the full-time can not be a simple extension of the current school, but should be a space-time where learning makes sense, offer new cultural opportunities and not hinder institutional or individual projects that have real value of formation.