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.
QUANTIDADE E RACIONALIDADE DO TEMPO DE ESCOLA: DEBATES NO BRASIL E NO MUNDO
O artigo mostra a direcao que vem assumindo a discussao sobre o tempo escolar no Brasil e em alguns paises europeus. Faz um resumo das questoes implicadas ao se compreender o tempo escolar como parte do tempo social que, por sua vez, reflete e constitui as formas organizacionais mais amplas das sociedades. Relata experiencias de organizacao da jornada integral, vividas pelos Ciep’s do Rio de Janeiro, que poderao ser uteis ao debate nacional que devera se dar em funcao da LDBEN/96 e das metas de implantacao do horario integral nas escolas de educacao basica. Dialogando com a nocao de capital cultural, tal como formulada por Bourdieu, defende a ampliacao do tempo de escola como util aos processos de emancipacao dos individuos, desde que efetive-se uma transformacao, no interior da escola, da logica de utilizacao do tempo e de suas estruturas fechadas e impostas.