Relation with Knowledge in the Full-Time School
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 know...
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| Main Authors: | , |
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| Format: | Book |
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Universidade Federal do Rio Grande do Sul,
2016-09-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | 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. |
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| Item Description: | 0100-3143 2175-6236 |