Integral education and historical-critical perspective: possible approaches

Authors

  • Rita de Cássia Ventura Pattaro Puc Campinas
  • Vera Lúcia de Carvalho Machado Puc Campinas

DOI:

https://doi.org/10.5902/198464444796

Keywords:

Integral education, Historical-critical pedagogy, Extended school day.

Abstract

Considering the importance of the theoretical assumptions that un - derlie the practice of integral education inside the history of Bra - zilian education, it is essential to comprehend it in its entirety to understand its proposals and how they contribute to social change and to a complete formation of new generations. Therefore, this paper aims to understand the possible approaches between the concept of integral education and the historical-critical perspective developed by the educator Dermeval Saviani, correlating both with the extended school day. It was used the literature research to do an analysis of a theory developed by authors who approach themselves by having the same ideal of integral education. It was expected to contribute to discussions on the implementation of educational po - licy of integral education in a full time, buoyed by historical-critical perspective.

Author Biography

Vera Lúcia de Carvalho Machado, Puc Campinas

resumo

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Published

2014-01-14

How to Cite

Pattaro, R. de C. V., & Machado, V. L. de C. (2014). Integral education and historical-critical perspective: possible approaches. Education, 39(1), 117–128. https://doi.org/10.5902/198464444796

Issue

educação, v. 39, n. 1, jan./abr. 2014

Section

Continuous Demand

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