Escola em tempo integral: marcas de um caminho possível
AUTOR(ES)
Arno Francisco Lunkes
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 couldnt 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 School in full time. 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)
construtctivism escola em tempo integral construtivismo full time schools sócio interacionismo educacao interaccionism
ACESSO AO ARTIGO
http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=301Documentos Relacionados
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