Educação integral e escola de tempo integral em Goiânia
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Data
2015-03
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Resumo
This article
aims at identifying the school staff’s conceptions about integral education
and fulltime schooling from a public school in Goiânia. It is a qualitative
study based on ethnography in which the following instruments of
generating data were used: participant observation, field notes, interviews,
and the official documents that discuss integral education and fulltime
schooling in Brazil and in Goiânia. The cultural domains analysis, suggested
by Spradley (1980), revealed that the fulltime schooling model has not
been well planned and established in our public schools, undermining the
integral education effectiveness in these educational institutions.
Descrição
Palavras-chave
Educação integral, Etnografia, Tempo integral, Integral education, Fulltime schooling, Ethnography
Citação
FERREIRA, Helen Betane; REES, Dilys Karen. Educação integral e escola de tempo integral em Goiânia. Educação e Realidade, Porto Alegre, v. 40, n. 1, p. 191-214, jan./mar. 2015.