Full Time School: Policy, Curriculum and Pedagogic Challenges
This article discusses the design of a full-time school that is under construction in our country, articulating policy, history and a theoretical reflection on the curriculum organization and pedagogical work in full-time schools. From literature review and as a research procedure for an investigati...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | EDUCAÇÃO: Teoria e Prática |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.rc.biblioteca.unesp.br:article/7420 |
| Acceso en línea: | https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/7420 |
| Access Level: | acceso abierto |
| Palabra clave: | Full-time schools. Curriculum. Pedagogical mediation. Escuela de tempo integral. Currículo. Mediación pedagógica. Escola de tempo integral. Currículo. Mediação pedagógica. |
| Sumario: | This article discusses the design of a full-time school that is under construction in our country, articulating policy, history and a theoretical reflection on the curriculum organization and pedagogical work in full-time schools. From literature review and as a research procedure for an investigation of curriculum and teaching in public full-time school, we theoretically problematize two concepts that can contribute to the debate: integrated curriculum and pedagogical mediation. |
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