A EDUCAÇÃO FÍSICA ESCOLAR NO ÂMBITO DAS POLÍTICAS DE AMPLIAÇÃO DO TEMPO ESCOLAR: REFLEXÕES A PARTIR DA LEGISLAÇÃO EDUCACIONAL BRASILEIRA
This study falls within the intersection of two themes: school physical education and the expansion of school time . Understanding that physical education seems oblivious to this debate , which can be perceived by the few and / or non-existent studies on such issues, this paper aims to present the evolution of educational legislation dealing with the expansion of the school day and then propose an analysis of school physical education in the context of these policies . The study helps with the start of a debate about the characteristics of the schools extended time and / or full building and methodological strategies that contribute towards a socially relevant physical education in this " new" school that has style.
Tempo de escola e qualidade na educação pública
The present study is a reflection on the relationship between school hours and the quality of the educational work de- livered at school. Full-time school, which is increasingly adopted by the Brazilian public school system, is analyzed from the stand point of the studies on school effectiveness and the cultural and historical conditions that define it. The different concepts sup- porting the full-time pedagogical and administrative propositions, which are translated into different institutional solutions, are also approached.
A escola de qualidade para todos: abrindo as camadas da cebola
Educational research presents numerous findings today on how to build a qualified school for all. This paper recognizes the importance of the social origins of the students, educational management, evaluation, curricular organization etc. However, if focuses on selected features related to the differences among and within schools, on the basis of the national and international literature. Considering that the peculiar structure of the educational systems is similar to an onion, with its successive peels, this work analyses factors affecting learning, such as expenditure, facilities and equipment, time, teachers, school climate and management, peer effects, enrollment procedures, space management, student grouping, and other factors that affect effectively in the classroom. Therefore, it is possible to shape such a school, particularly in developing countries, where its impact is stronger than in developed countries.