<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602016000100193</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.43960</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA["A escola tá mais... Escolar": a implantação do tempo integral em uma escola de Ensino Fundamental na perspectiva discente]]></article-title>
<article-title xml:lang="en"><![CDATA["The school is more... schooled": the implementation of full-time system in an Elementary School in the students' perspective]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Glória]]></surname>
<given-names><![CDATA[Dília Maria Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais Centro Pedagógico Observatório Sociológico Família-Escola]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>00</volume>
<numero>59</numero>
<fpage>193</fpage>
<lpage>210</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602016000100193&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602016000100193&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602016000100193&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo tem por objetivos analisar, a partir da &#243;tica discente, como tem sido a implanta&#231;&#227;o do tempo integral em uma escola p&#250;blica de Ensino Fundamental e contribuir para a discuss&#227;o e a avalia&#231;&#227;o das pol&#237;ticas educacionais no pa&#237;s acerca desta tem&#225;tica. Para tanto, realizou-se um estudo qualitativo em que se fez uso de entrevistas individuais semiestruturadas e grupos focais junto a alunos, observa&#231;&#227;o do cotidiano escolar e an&#225;lise documental. Verificou-se que o alunado queixa-se de forma recorrente do cansa&#231;o advindo com a forma pela qual os tempos e os espa&#231;os escolares t&#234;m sido utilizados e ressignificados com a ado&#231;&#227;o do tempo integral. O grupo pesquisado tende a reconhecer a import&#226;ncia do capital escolar, mas enfatiza especialmente o aspecto socioafetivo presente na escolariza&#231;&#227;o. A perspectiva discente &#233; que a escola est&#225; ainda "mais escolar": conteudista, desenvolvendo o mesmo tipo de atividades, pouco atraentes, em espa&#231;os convencionais e/ou inadequados, e tornando o processo de ensino-aprendizagem insuficientemente producente. Assim, se faz necess&#225;ria uma adequa&#231;&#227;o pedag&#243;gica do tempo-espa&#231;o escolar, garantindo-se novas e diversificadas oportunidades de aprendizagem, com maior respeito &#224;s demandas dos educandos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims to analyze, in the students' perspective, how the deployment of the full-time system at a public Elementary School has happened, and to contribute to the discussion and evaluation of educational policies in the country on this issue. To this end, there was a qualitative study in which we used semi-structured individual interviews and focal groups with students, observing the school routine and document analysis. It was found that students recurrently complain of fatigue arising from the way time and school spaces have been used and reinterpreted with the adoption of a full-time system. The researched group tends to recognize the importance of the educational capital, but emphasizes the socio-affective aspect specifically present in the school. The students' perspective is that the school is still "more educational": full of content, developing the same type of activities, unattractive, in conventional and/or inadequate spaces, and making the insufficiently productive teaching-learning process. Thus, it is necessary to try an educational adequacy of school time-space, ensuring new and diverse learning opportunities, with greater respect to the demands of the students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[tempo integral]]></kwd>
<kwd lng="pt"><![CDATA[alunos]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="pt"><![CDATA[escola pública.]]></kwd>
<kwd lng="en"><![CDATA[full-time school]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
<kwd lng="en"><![CDATA[public school.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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