Resumo

ZANARDI, Teodoro Adriano Costa. Integral education, full-time and Paulo Freire the challenges of the articulation between knowlegde, time and territory. e-Curriculum [online]. 2016, vol.14, n.1, pp.82-107. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2016v14i1p82-107.

The Full-Time School has been considered, in our society, an important path for a quality education. This quality would be the consequence of the increased permanence of children and youngsters in the school, as well as of a knowledge that would enable an integral education with the appropriation of territories and of the community knowledge that involves the school. Obviously, an integral education brings important implications to the field of curriculum, this referred to the “’what-to-do’ in education” (SAUL, 2008). The concept of curriculum of the National Curricular Guidelines to Elementary School challenges us to articulate experiences and knowledge of the students with the knowledge historically accumulated, permeated by social relations (BRASIL, 2010), being perfectly consonant with an integral education. However, the specialized knowledge the school takes to the classroom underestimate the critical-transforming potential of the dialogue between different expertises, and even the curiosity of the school subjects. That said, a curricular proposal, based in Freire’s pedagogy, may give an important contribution to an integral education that would allow the confronting of this new configuration of the school’s time-territory. What we intend, in this article, is to present the potential that Freire’s theory has to the evolving of an integral school established over the paradigm of a full-time education that allows the articulation between different knowledges, on a critical and dialogical perspective. The methodology used was of qualitative nature, with special emphasis on action research and the use of mind maps.

Palavras-chave : Paulo Freire; Integral Education; Full-time School; Curriculum; Paulo Freire.

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