<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15741988000200001</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O direito ao tempo de escola]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arroyo]]></surname>
<given-names><![CDATA[Miguel Gonzales]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>1988</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>1988</year>
</pub-date>
<numero>65</numero>
<fpage>3</fpage>
<lpage>10</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15741988000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15741988000200001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15741988000200001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Examinando a história das propostas de educação em tempo integral, podemos captar tanto as funções sociais, política e pedagógicas pretendidas por seus idealizadores, quanto a reação manifesta pelos destinatários das escolas em tempo integral. Hoje, quando a sensibilidade das camadas médias frente à violência está à flor da pele, cumpre examinar are formulação da escola para o povo comum, indagando como o movimento operário tem se manifestado frente a essas propostas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Through an exam of the history of full time education we can understand both the social, political and pedagogical functions intended by its formulators, and the manifest reactions from those who attended full time school. Nowadays, when middle classes show a special concern towards urban violence, we must examine the new proposals of full time school for common people, inquiring about the workers' movement responses to past and present proposals.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação em tempo integral]]></kwd>
<kwd lng="pt"><![CDATA[Movimento de trabalhadores]]></kwd>
<kwd lng="pt"><![CDATA[Pobreza]]></kwd>
<kwd lng="pt"><![CDATA[Função social]]></kwd>
<kwd lng="pt"><![CDATA[Mercado de trabalho]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>O direito ao tempo de escola.&nbsp; </h2>     <p>&nbsp;</p> <h4>Miguel Gonzales Arroyo&nbsp; </h4> </font>      ]]></body>
</article>
