In:
Cadernos CEDES, FapUNIFESP (SciELO), Vol. 39, No. 108 ( 2019-08), p. 177-192
Kurzfassung:
ABSTRACT: The article discusses how human education can integrate full-time education in contexts of resistance to school structure in which split time and spaces promote the reproduction of dehumanizing relationships. Using a qualitative approach, the topic is contextualized politically and conceptually. Furthermore, there is a narrative record of literacy experience in a public school in order to reflect on how ethical and aesthetic dimensions can be materialized in full-time education. This materialization indicates the power of re-creation of pedagogical practice as a responsible act for the recognition of children as authors in their own learning process.
Materialart:
Online-Ressource
ISSN:
1678-7110
,
0101-3262
DOI:
10.1590/cc0101-32622019218950
Sprache:
Portugiesisch
Verlag:
FapUNIFESP (SciELO)
Publikationsdatum:
2019
ZDB Id:
2049706-4
SSG:
5,3