Escola em tempo integral: marcas de um caminho possÃvel

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

Full-time schools have been organized in Brazil by state governements in declarated intention of offering children better educational conditions. Among the conditions we may find an response about several social problems. Some of those experiences are reported and breviously analised, based on case studies that aim at advantages and disadvantages. They are praised because they offer access to apprendiceship conditions the poorest population couldnât have in other ways. They are questioned because they could be surpassing the especific school functions that are instructing and socializing, and because they were carrying political interests foreign ideologies to education. This case study consider an experience of prived school that assigns to itself the denomination of âSchool in full timeâ. Based on construtctivist theory of Jean Piaget and on interaccionism of Lev Semyonovitch Vigotsky, the Pedagogic Proposal intend to offer an holistic educational alternative, centered in student needs, interests and capacities. The search uses interviews and questionary for teaching body, some students and some parents, documental analysis and local observation in order to detect situations that improve and situations that prejudice the aimed proposits, and show ways to realize the Pedagogic Proposal

ASSUNTO(S)

escola em tempo integral construtctivism full-time schools interaccionism sÃcio-interacionismo educacao construtivismo

ACESSO AO ARTIGO

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