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Relation with Knowledge in the Full-Time School
- Source :
- Educação & Realidade, Vol 41, Iss 4 (2016)
- Publication Year :
- 2016
- Publisher :
- Universidade Federal do Rio Grande do Sul, 2016.
-
Abstract
- 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.
Details
- Language :
- English, Spanish; Castilian, Portuguese
- ISSN :
- 01003143 and 21756236
- Volume :
- 41
- Issue :
- 4
- Database :
- Directory of Open Access Journals
- Journal :
- Educação & Realidade
- Publication Type :
- Academic Journal
- Accession number :
- edsdoj.1c4fbb8e79d54a4e9add5e7a82091f05
- Document Type :
- article