A EDUCAÇÃO INTEGRAL E EM TEMPO INTEGRAL: CONTRIBUIÇÕES DA PEDAGOGIA HISTÓRICO-CRÍTICA

Abstract

Faced with the observation of the learning gap of children enrolled in Brazilian public schools, educational policies were affirmed to implement full-time education in Brazil. Full-time education is part of the proposal for a longer stay of children in school, following the curriculum designed for basic education, combined with activities that include different spheres of human development. The objective of the research is to reflect on integral and full-time education from the perspective of historical-critical pedagogy, which defends an omnilateral education based on pedagogical intentionality consistent with a certain conception of the world. This is a qualitative, descriptive research, with input from authors in the area and legislative documents that guide education in Brazil. The results indicated that the fundamentals of historical-critical pedagogy are emerging to think about a critical and transforming human formation in full-time education. It is concluded that there are still countless challenges to break with fragmented education and promote emancipatory education.