<?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>S0100-15742020000100078</article-id>
<article-id pub-id-type="doi">10.1590/198053146760</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Compared analysis of the school day in European Union countries]]></article-title>
<article-title xml:lang="fr"><![CDATA[Analyse comparée de la journée scolaire des pays de l&#8217;Union Européenne]]></article-title>
<article-title xml:lang="es"><![CDATA[Análisis comparado de la jornada escolar en países de la Unión Europea]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise comparada da jornada escolar em países da União Européia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Parente]]></surname>
<given-names><![CDATA[Cláudia da Mota Darós]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Marília SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>50</volume>
<numero>175</numero>
<fpage>78</fpage>
<lpage>94</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742020000100078&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742020000100078&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742020000100078&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze the school days in European Union countries, systematizing similarities and differences between education systems. The compared analysis involved fifteen member countries and focused on the descriptive and comparative phases of the classical comparative method. School days are socio-historical and cultural constructions, which result in sometimes convergent, sometimes divergent policies in the region. In general, the compulsory school day in European countries is from 5 to 6 hours per day. However, there are many features, including investment in policies that integrate curricular and extracurricular activities, as supervised socio-educational times. Through compared analysis, it was possible to identify perspectives and alternatives to the school day configuration to better answer to the demands and needs of the subjects of education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article vise à analyser la durée de la journée scolaire des pays de l&#8217;Union européenne et systematiser les similitudes et les différences entre les systèmes éducatifs. L&#8217;analyse comparée a porté sur quinze pays membres et s&#8217;est concentrée sur les phases descriptive et comparative de la méthode comparative classique. Les journées scolaires sont des constructions socio-historiques et culturelles, qui entrainent des politiques tantot convergentes, tantot divergentes dans la région. En général, la journée scolaire obligatoire dans les pays européens est de 5 à 6 heures par jour. Cependant, il existe de nombreuses spécificités, notamment l&#8217;investissement dans des politiques intégrant les programmes d&#8217;études, les activités parascolaires et les périodes socio-éducatives supervisées. Grâce à une analyse comparative, il a été possible d&#8217;identifier des perspectives et des alternatives à la configuration de la journée scolaire afin de mieux répondre aux demandes et aux besoins des sujets de l&#8217;éducation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo tiene como objetivo analizar las jornadas escolares de países de la Unión Europea, sistematizando similitudes y diferencias entre los sistemas educativos. El análisis comparado involucró a quince países miembros y se centró en las fases descriptiva y comparativa del método comparativo clásico. Las jornadas escolares son construcciones sociohistóricas y culturales, que resultan en políticas a veces convergentes y otras veces divergentes en la región. En general, la jornada escolar obligatoria en los países europeos es de 5 a 6 horas al día. Sin embargo, hay muchas especificidades, entre ellas la inversión en políticas que integran actividades curriculares, extracurriculares y tiempos socioeducativos supervisados. A través del análisis comparado fue posible identificar perspectivas y alternativas a la configuración de la jornada escolar para responder mejor a las demandas y necesidades de los sujetos de la educación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo tem como objetivo analisar as jornadas escolares de países da União Europeia, sistematizando semelhanças e diferenças entre os sistemas educativos. A análise comparada envolveu quinze países-membros e focalizou as fases descritiva e comparativa do método comparativo clássico. As jornadas escolares são construções sócio-históricas e culturais, o que resulta em políticas ora convergentes, ora divergentes na região. De forma geral, a jornada escolar compulsória dos países europeus é de 5 a 6 horas diárias. No entanto existem muitas especificidades, entre as quais o investimento em políticas que integram atividades curriculares, extracurriculares e tempos socioeducativos supervisionados. Por meio da análise comparada foi possível identificar perspectivas e alternativas à configuração da jornada escolar para melhor responder às demandas e necessidades dos sujeitos da educação.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[SCHOOL DAY]]></kwd>
<kwd lng="en"><![CDATA[EDUCATION SYSTEM]]></kwd>
<kwd lng="en"><![CDATA[EUROPEAN UNION]]></kwd>
<kwd lng="en"><![CDATA[EDUCATIONAL POLICY]]></kwd>
<kwd lng="fr"><![CDATA[JOURNÉE SCOLAIRE]]></kwd>
<kwd lng="fr"><![CDATA[SYSTÈME EDUCATIF]]></kwd>
<kwd lng="fr"><![CDATA[UNION EUROPÉENNE]]></kwd>
<kwd lng="fr"><![CDATA[POLITIQUE DE L&#8217;EDUCATION]]></kwd>
<kwd lng="es"><![CDATA[JORNADA ESCOLAR]]></kwd>
<kwd lng="es"><![CDATA[SISTEMA EDUCATIVO]]></kwd>
<kwd lng="es"><![CDATA[UNIÓN EUROPEA]]></kwd>
<kwd lng="es"><![CDATA[POLÍTICA EDUCATIVA]]></kwd>
<kwd lng="pt"><![CDATA[JORNADA ESCOLAR]]></kwd>
<kwd lng="pt"><![CDATA[SISTEMA EDUCATIVO]]></kwd>
<kwd lng="pt"><![CDATA[UNIÃO EUROPEIA]]></kwd>
<kwd lng="pt"><![CDATA[POLÍTICA EDUCACIONAL]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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