Time and its essentiality in full-time education

This study analyzes school time as a social and historical construction in the civilizing process. Therefore, time, as our object of study, is dimensioned in its procedural and symbolic perspective, established inside and outside the school, to demarcate the daily tasks of man and his organization o...

ver descrição completa

Na minha lista:
Detalhes bibliográficos
Principais autores: Guimarães, Tereza, Bernado, Elisangela
Formato: Online
Idioma:por
Publicado em: Portal de Periódicos Eletrônicos da UFRN
Endereço do item:https://periodicos.ufrn.br/educacaoemquestao/article/view/21906
Tags: Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
id oai:periodicos.ufrn.br:article-21906
record_format ojs
institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Guimarães, Tereza
Bernado, Elisangela
spellingShingle Guimarães, Tereza
Bernado, Elisangela
Time and its essentiality in full-time education
author_facet Guimarães, Tereza
Bernado, Elisangela
author_sort Guimarães, Tereza
title Time and its essentiality in full-time education
title_short Time and its essentiality in full-time education
title_full Time and its essentiality in full-time education
title_fullStr Time and its essentiality in full-time education
title_full_unstemmed Time and its essentiality in full-time education
title_sort time and its essentiality in full-time education
description This study analyzes school time as a social and historical construction in the civilizing process. Therefore, time, as our object of study, is dimensioned in its procedural and symbolic perspective, established inside and outside the school, to demarcate the daily tasks of man and his organization of collective life. Regarding the theoretical-methodological procedures, in a qualitative research approach, the assumptions that support the analysis of the literature are based on the theorizations of Elias (1998) and Bauer (1997) about time in the civilizing process, related to school organization. The main results of this study come from the proposition that school time, within the perspective of social construction, is reflected in the development of school routines and, as a symbolic power, challenges us to understand it in its complex procedure in the knowledge, clustered and condensed by man, always crossed by him, to establish  the temporalities, rhythms, facts and achievements of school institutions.
publisher Portal de Periódicos Eletrônicos da UFRN
publishDate 2020
url https://periodicos.ufrn.br/educacaoemquestao/article/view/21906
work_keys_str_mv AT guimaraestereza timeanditsessentialityinfulltimeeducation
AT bernadoelisangela timeanditsessentialityinfulltimeeducation
AT guimaraestereza eltiempoysuesencialidadenlaescuelaatiempocompleto
AT bernadoelisangela eltiempoysuesencialidadenlaescuelaatiempocompleto
AT guimaraestereza otempoesuaessencialidadenaescoladetempointegral
AT bernadoelisangela otempoesuaessencialidadenaescoladetempointegral
_version_ 1766682783767330816
spelling oai:periodicos.ufrn.br:article-219062021-03-31T16:41:48Z Time and its essentiality in full-time education El tiempo y su esencialidad en la escuela a tiempo completo O tempo e sua essencialidade na escola de tempo integral Guimarães, Tereza Bernado, Elisangela Tempo escolar. Tempo integral. Organização da escola. Processo civilizador. School time. Full-time education. School organization. Civilizing process. Tiempo escolar. Tiempo completo. Organización escolar. Proceso civilizador. This study analyzes school time as a social and historical construction in the civilizing process. Therefore, time, as our object of study, is dimensioned in its procedural and symbolic perspective, established inside and outside the school, to demarcate the daily tasks of man and his organization of collective life. Regarding the theoretical-methodological procedures, in a qualitative research approach, the assumptions that support the analysis of the literature are based on the theorizations of Elias (1998) and Bauer (1997) about time in the civilizing process, related to school organization. The main results of this study come from the proposition that school time, within the perspective of social construction, is reflected in the development of school routines and, as a symbolic power, challenges us to understand it in its complex procedure in the knowledge, clustered and condensed by man, always crossed by him, to establish  the temporalities, rhythms, facts and achievements of school institutions. Este estudio analiza el tiempo escolar como una construcción social e histórica en el proceso civilizador. Por tanto, el tiempo, como nuestro objeto de estudio, se dimensiona en su perspectiva procedimental y simbólica, establecida dentro y fuera de la escuela, para demarcar las tareas diarias del hombre y su organización en la vida colectiva. En cuanto a los procedimientos teórico-metodológicos, en un enfoque cualitativo de investigación , los supuestos que sustentan el análisis de la literatura investigada se basan en las teorizaciones de Elias (1998) y Bauer (1997) sobre el tiempo en el proceso civilizador, relacionado con la organización de la escuela. Los principales resultados de este estudio provienen de la proposición de que el tiempo escolar, constituido desde la perspectiva de la construcción social, se refleja en el desarrollo de las rutinas escolares y, como poder simbólico, nos desafía a comprenderlo en su compleja procesualidad, en los conocimientos, agrupados y condensados por el hombre, siempre atravesados por él, para establecer las temporalidades, ritmos, hechos y logros de las instituciones escolares. Este estudo analisa o tempo escolar como construção social e histórica no processo civilizador. Portanto, o tempo, como nosso objeto de estudo, é dimensionado em sua perspectiva processual e simbólica, estabelecida dentro e fora da escola, para demarcar os afazeres cotidianos do homem e sua organização na vida coletiva. Quanto aos procedimentos teórico-metodológicos, em uma abordagem qualitativa de investigação, os pressupostos que alicerçam a análise da literatura pesquisada têm base nas teorizações de Elias (1998) e de Bauer (1997) sobre o tempo no processo civilizador, relacionado à organização da escola. Os principais resultados deste estudo advêm da proposição de que o tempo escolar, constituído na perspectiva de construção social, é refletido no desenvolvimento das rotinas da escola e, enquanto poder simbólico, desafia-nos a compreendê-lo em sua complexa processualidade, nos saberes, aglomerados e compendiados pelo homem, sempre por esse atravessados, para estabelecer as temporalidades, os ritmos, os fatos e os feitos das instituições escolares. Portal de Periódicos Eletrônicos da UFRN 2020-10-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/educacaoemquestao/article/view/21906 Revista Educação em Questão; v. 58 n. 58 (2020): out./dez. 2020 1981-1802 0102-7735 10.21680/1981-1802.2020v58n58 por https://periodicos.ufrn.br/educacaoemquestao/article/view/21906/13363

Registros relacionados