A Relação Com O Saber Na Perspectiva Da Educação Em Tempo Integral

Palavras-chave

Educação em Tempo Integral; Relação com o saber; Educação Humanizadora

Autores

• Carla Roberta Sasset 0000-0001-7609-1330

Abstract

This text aims to investigate the perspective of full-time education developed in a municipal public school in Caxias do Sul, based on the relationship with the knowledge of students who experience this school modality. To this end, it is necessary to reflect on the dimensions that occupy the conceptions of full-time education, the relationship with knowledge, and humanizing education, based on the theoretical assumptions of Charlot (2020), Moll (2024), and Nunes (2023). For this reason, the chosen methodology refers to the realization of knowledge assessments, written student narratives that portray the voices of students attending the final years of elementary school, considering the meaning attributed to full-time schooling. The discursive narratives are interpreted with the respective analyses and interpretation of the data. The interpreted results indicate, among many aspects, that the attendance of students in full-time schools enables improved school performance in different areas of the curriculum; a decrease in school dropout and abandonment; and a reduction in aspects related to social vulnerability.