THE HISTORICAL-CRITICAL PERSPECTIVE OF INTEGRAL EDUCATION: MORE THAN JUST TO EXTEND THE SCHOOL TIME

Authors

  • Elaine Cristina Melo Duarte Universidade de Campinas
  • Mara Regina Martins Jacomeli Universidade de Campinas

DOI:

https://doi.org/10.18675/1981-8106.vol27.n56.p562-574

Keywords:

Educação Integral, Políticas públicas em educação, Pedagogia histórico-crítica

Abstract

This paper works on contributions of Historical Critical Pedagogy and Marxism to the concept of integral education making a comparing them with the education policies in Brazil. Sometimes the official educational programs in Brazil don’t make a clear distinction between integral education and full-time education. In order to improve the results of evaluations of public educational systems in Brazil, the government is extending the daily school time. However, the causes of the insufficient results obtained by the schools in evaluations are considered external to the pedagogical practice and the extension of daily school time is not organized with the aim to improve the learning of school contents. Instead of this, the extra time has been utilized for activities organized with the intention to solve extra-escolar social problems or just recreational activities. The result is not a better learning of school knowledge but, instead of that, at the end of the journey, the pupils didn’t have time to do their homework. The historical critical perspective disagrees of this misconception of integral education and defends pedagogical measures in order to improve the teaching and the learning of school knowledge. Keywords: Integral Education. Full Time Education. Historical Critical Pedagogy.

Author Biographies

Elaine Cristina Melo Duarte, Universidade de Campinas

Mestranda em Educação, Faculdade de Educação, UNICAMP.

Mara Regina Martins Jacomeli, Universidade de Campinas

Coordenadora do Programa de Pós-Graduação em Educação, Faculdade de Educação, Unicamp

Downloads

Published

2018-03-21

How to Cite

DUARTE, E. C. M.; JACOMELI, M. R. M. THE HISTORICAL-CRITICAL PERSPECTIVE OF INTEGRAL EDUCATION: MORE THAN JUST TO EXTEND THE SCHOOL TIME. Educação: Teoria e Prática, [S. l.], v. 27, n. 56, p. 562–574, 2018. DOI: 10.18675/1981-8106.vol27.n56.p562-574. Disponível em: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/11955. Acesso em: 30 jun. 2024.

Issue

Vol. 27 No. 56 (2017): TEMÁTICO - EDUCAÇÃO INTEGRAL

Section

Artigos

License

Authors who publish in this journal agree to the following terms:

a) Authors assign copyright to the journal, with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing of the work with acknowledgment of authorship and publication in this journal.

b) The policy adopted by the Editorial Committee is to assign copyright only after a period of 30 months from the date of publication of the article. After this time, authors interested in publishing the same text in another work must send a letter to the Editorial Committee requesting the release of the assignment of copyright and wait for a response.

c) This journal provides public access to all its content, since this allows greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of research, by distributing OJS as well as other software to support the public access publication system to academic sources. The names and email addresses on this website will be used exclusively for the purposes of the journal and will not be available for other purposes. This journal provides open any other party Creative Commons License This work is licensed under a Creative Commons License