Full-time Education and the Establishment of Educational Territories
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação & Realidade |
Texto Completo: | https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60598 |
Resumo: | This article discusses the relationship between school and territory, from the opening of the school towards the neighborhood and the city, under the scope of the Integrated School Program (PEI), an experience of extension of the school day in Belo Horizonte/MG, Brazil. From an ethnographic study, involving a group of adolescents and educators participating in this program, it was possible to understand that the constitution of educational territories is strongly related to the bond between teachers and students with the neighborhood. These elements, which create the weaving of the educational territory, have allowed the emergence of collective actions, through the school, with the improvement of spaces in the community and have provided an educational process closer to the students’ daily life. |
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Educação & Realidade |
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Full-time Education and the Establishment of Educational TerritoriesEducação (de Tempo) Integral e a Constituição de Territórios EducativosFull-time Education. Territory. Educational Territories.Educação Integral. Território. Territórios Educativos.This article discusses the relationship between school and territory, from the opening of the school towards the neighborhood and the city, under the scope of the Integrated School Program (PEI), an experience of extension of the school day in Belo Horizonte/MG, Brazil. From an ethnographic study, involving a group of adolescents and educators participating in this program, it was possible to understand that the constitution of educational territories is strongly related to the bond between teachers and students with the neighborhood. These elements, which create the weaving of the educational territory, have allowed the emergence of collective actions, through the school, with the improvement of spaces in the community and have provided an educational process closer to the students’ daily life.O artigo discute a relação entre escola e território, a partir da abertura da escola em direção ao bairro e à cidade no âmbito do Programa Escola Integrada\PEI, experiência de ampliação de jornada escolar de Belo Horizonte/MG. A partir de uma pesquisa etnográfica que envolveu um grupo de adolescentes e educadores participantes do Programa, foi possível compreender que a constituição de territórios educativos relaciona-se fortemente ao vínculo de educadores e educandos com o bairro. Esses elementos, que conformam a tessitura do território educativo, têm possibilitado a emergência de ações coletivas, via escola, com a melhoria de espaços na comunidade e proporcionado um processo educativo mais próximo da vivência cotidiana dos educandos.FACED - UFRGS2016-09-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60598Educação & Realidade [Education & Reality]; Vol. 41 No. 4 (2016)Educação & Realidade; v. 41 n. 4 (2016)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60598/48189Leite, Lúcia Helena Alvarezde Carvalho, Paulo Felipe Lopesinfo:eu-repo/semantics/openAccess2018-05-17T20:49:19Zoai:seer.ufrgs.br:article/60598Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2018-05-17T20:49:19Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.none.fl_str_mv |
Full-time Education and the Establishment of Educational Territories Educação (de Tempo) Integral e a Constituição de Territórios Educativos |
title |
Full-time Education and the Establishment of Educational Territories |
spellingShingle |
Full-time Education and the Establishment of Educational Territories Leite, Lúcia Helena Alvarez Full-time Education. Territory. Educational Territories. Educação Integral. Território. Territórios Educativos. |
title_short |
Full-time Education and the Establishment of Educational Territories |
title_full |
Full-time Education and the Establishment of Educational Territories |
title_fullStr |
Full-time Education and the Establishment of Educational Territories |
title_full_unstemmed |
Full-time Education and the Establishment of Educational Territories |
title_sort |
Full-time Education and the Establishment of Educational Territories |
author |
Leite, Lúcia Helena Alvarez |
author_facet |
Leite, Lúcia Helena Alvarez de Carvalho, Paulo Felipe Lopes |
author_role |
author |
author2 |
de Carvalho, Paulo Felipe Lopes |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Leite, Lúcia Helena Alvarez de Carvalho, Paulo Felipe Lopes |
dc.subject.por.fl_str_mv |
Full-time Education. Territory. Educational Territories. Educação Integral. Território. Territórios Educativos. |
topic |
Full-time Education. Territory. Educational Territories. Educação Integral. Território. Territórios Educativos. |
description |
This article discusses the relationship between school and territory, from the opening of the school towards the neighborhood and the city, under the scope of the Integrated School Program (PEI), an experience of extension of the school day in Belo Horizonte/MG, Brazil. From an ethnographic study, involving a group of adolescents and educators participating in this program, it was possible to understand that the constitution of educational territories is strongly related to the bond between teachers and students with the neighborhood. These elements, which create the weaving of the educational territory, have allowed the emergence of collective actions, through the school, with the improvement of spaces in the community and have provided an educational process closer to the students’ daily life. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-09-29 |
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://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60598 |
url |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60598 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/60598/48189 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
FACED - UFRGS |
publisher.none.fl_str_mv |
FACED - UFRGS |
dc.source.none.fl_str_mv |
Educação & Realidade [Education & Reality]; Vol. 41 No. 4 (2016) Educação & Realidade; v. 41 n. 4 (2016) 2175-6236 0100-3143 reponame:Educação & Realidade instname:Universidade Federal do Rio Grande do Sul (UFRGS) instacron:UFRGS |
instname_str |
Universidade Federal do Rio Grande do Sul (UFRGS) |
instacron_str |
UFRGS |
institution |
UFRGS |
reponame_str |
Educação & Realidade |
collection |
Educação & Realidade |
repository.name.fl_str_mv |
Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS) |
repository.mail.fl_str_mv |
||educreal@ufrgs.br |
_version_ |
1799766986689871872 |