Resumo

CAMARGO, Rosa Maria Bortolotti de  e  SARTURI, Rosane Carneiro. WHO HID THE IMPLIED ROUTINE? A COMPARATIVE STUDY BETWEEN SCHOOL ROUTINE IN BRAZIL AND IN FRANCE. e-Curriculum [online]. 2020, vol.18, n.3, pp.1336-1358.  Epub 01-Dez-2020. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2020v18i3p1336-1358.

School Rhythm was considered as a component of the school curriculum responsible for structuring, organizing school and extracurricular time. It aimed to analyze how School Rhythms, in Brazil and France, are manifested in school daily life, considering the example of two public schools in the periphery, one in each country. The time spent at school was studied from a critical view of the curriculum, from the perspective of the formal, real and hidden. The comparative investigation found that in Brazil and France the School Rhythm establishes a causal relationship with success, school and social failure, through the idea that the (re) organization, creation, improvement and qualification of different school times and spaces are important factors to reduce school inequalities and, consequently, social inequalities, especially for children who come from the most popular classes.

Palavras-chave : School routine; Formal routine; Implied routine; Daily school life.

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