<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062017000300575</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol27.n56.p575-591</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação integral: direito público subjetivo]]></article-title>
<article-title xml:lang="en"><![CDATA[Integral education: subjective public right]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación integral: público subjetivo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ganzeli]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>27</volume>
<numero>56</numero>
<fpage>575</fpage>
<lpage>591</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062017000300575&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062017000300575&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062017000300575&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A ideia de educa&#231;&#227;o integral envolve m&#250;ltiplas possibilidades de compreens&#227;o, especialmente no &#226;mbito de pol&#237;ticas, programas, projetos, entre outras dimens&#245;es da organiza&#231;&#227;o do espa&#231;o educativo, relacionadas &#224; amplia&#231;&#227;o do tempo de perman&#234;ncia de estudantes em atividades educativas, que, por sua vez, atendem a um determinado modelo de Estado. Este artigo tem por objetivo analisar a concep&#231;&#227;o de educa&#231;&#227;o integral na perspectiva da forma&#231;&#227;o do sujeito de direito. Inicialmente apresentaremos o modelo do Estado social de direito, conforme prescrito na Constitui&#231;&#227;o da Rep&#250;blica Federativa do Brasil, de outubro de 1988, como refer&#234;ncia para a defini&#231;&#227;o das tr&#234;s premissas constituintes da educa&#231;&#227;o integral: pleno desenvolvimento da pessoa, preparo para o exerc&#237;cio da cidadania e qualifica&#231;&#227;o para o trabalho. Em seguida, exploraremos as caracter&#237;sticas b&#225;sicas do planejamento participativo, processo fundamental para a realiza&#231;&#227;o da educa&#231;&#227;o integral nos espa&#231;os educativos. Considerando que a educa&#231;&#227;o, na perspectiva da forma&#231;&#227;o do sujeito de direito, deve atender a integralidade do ser humano, este estudo contribui na constru&#231;&#227;o de referencial conceitual sobre a educa&#231;&#227;o integral. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Integral education involves multiple possibilities of comprehension, particularly in policies, programs, projects, among other aspects of the organization of educational space, related to the expansion of time that students spent in educational activities, which, in turn, meet a particular State model. This article aims to analyze the idea of integral education from the perspective of the formation of the subject of law. We first present the model of the social State of law as prescribed in the Constitution of the Federative Republic of Brazil, in October 1988, as a reference to define the three constituent premises of integral education: full development of the person, preparation for the exercise of citizenship and qualification for work. Then, we explore the basic features of participatory planning, which is essential for conducting integral education in educational spaces. Considering that education in the perspective of the formation of the subject of law must meet the completeness of the human being, this study contributes to construct theoretical reference on full-time education. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  La idea de la educaci&#243;n integral implica varias posibilidades de comprensi&#243;n, sobre todo en las pol&#237;ticas, programas, proyectos y otras dimensiones de la organizaci&#243;n del espacio educativo, relacionado a la ampliaci&#243;n del tiempo del estudiante dedicado a actividades educativas, las cuales, a su vez, sirven un modelo de estado en particular. Este art&#237;culo tiene como objetivo analizar el dise&#241;o de la educaci&#243;n integral en vista de la formaci&#243;n del sujeto de derecho. Inicialmente, se presenta el modelo de Estado Social de Derecho seg&#250;n lo prescrito en la Constituci&#243;n de la Rep&#250;blica Federativa del Brasil, en octubre de 1988, como una referencia a la definici&#243;n de las tres premisas constitutivas de educaci&#243;n integral: pleno desarrollo de la persona, la preparaci&#243;n para el ejercicio de la ciudadan&#237;a y su calificaci&#243;n para el trabajo. Luego exploraremos las caracter&#237;sticas b&#225;sicas de la planificaci&#243;n participativa, que es esencial para realizar la educaci&#243;n integral en los espacios educativos. Considerando que la educaci&#243;n, en vista de la formaci&#243;n del sujeto de derecho, debe cumplir con la totalidad del ser humano, este estudio contribuye a la construcci&#243;n del marco conceptual de la educaci&#243;n integral.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Integral]]></kwd>
<kwd lng="pt"><![CDATA[Planejamento Participativo]]></kwd>
<kwd lng="pt"><![CDATA[Estado Social de Direito]]></kwd>
<kwd lng="en"><![CDATA[Full-time Education]]></kwd>
<kwd lng="en"><![CDATA[Participatory Planning]]></kwd>
<kwd lng="en"><![CDATA[Social State of Law]]></kwd>
<kwd lng="es"><![CDATA[Educación Integral]]></kwd>
<kwd lng="es"><![CDATA[Planificación Participativa]]></kwd>
<kwd lng="es"><![CDATA[Estado Social de Derecho]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
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<article-title xml:lang="en"><![CDATA[Além da Agenda Endógena da Educação: propostas para a construção coletiva de um projeto de desenvolvimento]]></article-title>
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</back>
</article>
