<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602025000100202</article-id>
<article-id pub-id-type="doi">10.24065/re.v15i1.2803</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A FORMAÇÃO HUMANA INTEGRAL NA TRAJETÓRIA DAS POLÍTICAS DE EDUCAÇÃO INTEGRAL NO BRASIL]]></article-title>
<article-title xml:lang="en"><![CDATA[INTEGRAL HUMAN FORMATION IN THE TRAJECTORY OF INTEGRAL EDUCATION POLICIES IN BRAZIL]]></article-title>
<article-title xml:lang="es"><![CDATA[LA FORMACIÓN HUMANA INTEGRAL EN LA TRAYECTORIA DE LAS POLÍTICAS EDUCATIVAS INTEGRALES EN BRASIL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Frutuoso]]></surname>
<given-names><![CDATA[Maria Rizocleide Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mello]]></surname>
<given-names><![CDATA[Rachel Costa de Azevedo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul/UFRGS  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602025000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602025000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602025000100202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta pesquisa tem como objetivo analisar a ideia de currículo de educação integral e/ou formação humana integral no percurso histórico das políticas, programas e experiências de educação integral no Brasil, identificando a partir de autores que se tornaram proeminentes na trajetória destas políticas e na construção da educação integral no país. A partir do advento da república, a educação integral vem sendo +pauta de debates e se constituindo em sistemas de ensino estaduais e municipais, como uma das possibilidades de melhorar a qualidade da educação e enfrentar o fracasso escolar, ao propor mais tempo para aprender na escola. Realizamos uma narrativa da trajetória da política de educação integral, a partir da análise dos documentos das políticas de educação integral no Brasil. Verificamos que a educação integral ainda não se constitui como uma política educacional nacional e um direito garantido a todos os estudantes. Contudo, a ideia de currículo de educação integral e/ou formação humana integral tem estado presente em políticas indutoras e constitui um caminho a ser trilhado na educação pública e na construção de um projeto de educação brasileira.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research aims to analyze the idea of a comprehensive education curriculum and/or comprehensive human development in the historical trajectory of comprehensive education policies, programs and experiences in Brazil, identifying authors who have become prominent in the trajectory of these policies and in the construction of comprehensive education in the country. Since the advent of the republic, comprehensive education has been a topic of debate and has been established in state and municipal education systems as one of the possibilities for improving the quality of education and addressing school failure by proposing more time for learning at school. We have provided a narrative of the trajectory of comprehensive education policy based on the analysis of comprehensive education policy documents in Brazil. We have found that comprehensive education has not yet been established as a national educational policy and a right guaranteed to all students. However, the idea of a comprehensive education curriculum and/or comprehensive human development has been present in inducing policies and constitutes a path to be followed in public education and in the construction of a Brazilian education project.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta investigación tiene como objetivo analizar la idea de currículo de educación integral y/o formación humana integral en el recorrido histórico de las políticas, programas y experiencias de educación integral en Brasil, identificando autores que se destacaron en la trayectoria de esas políticas y en la construcción de la educación integral en el país. Desde el advenimiento de la república, la educación integral ha sido tema de debate y se ha consolidado en los sistemas educativos estatales y municipales, como una de las posibilidades para mejorar la calidad de la educación y enfrentar el fracaso escolar, al ofrecer más tiempo para aprender en la escuela. . Creamos una narrativa de la trayectoria de la política de educación integral, a partir del análisis de documentos de política de educación integral en Brasil. Encontramos que la educación integral aún no es una política educativa nacional y un derecho garantizado para todos los estudiantes. Sin embargo, la idea de un currículo de educación integral y/o de formación humana integral ha estado presente en las políticas inductivas y constituye un camino a seguir en la educación pública y en la construcción de un proyecto educativo brasileño.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação integral]]></kwd>
<kwd lng="pt"><![CDATA[Formação humana integral]]></kwd>
<kwd lng="pt"><![CDATA[Política educacional.]]></kwd>
<kwd lng="en"><![CDATA[Comprehensive education]]></kwd>
<kwd lng="en"><![CDATA[Integral human formation]]></kwd>
<kwd lng="en"><![CDATA[Educational policy.]]></kwd>
<kwd lng="es"><![CDATA[Educación integral]]></kwd>
<kwd lng="es"><![CDATA[Formación humana integral]]></kwd>
<kwd lng="es"><![CDATA[Política educativa.]]></kwd>
</kwd-group>
</article-meta>
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