WHO HID THE IMPLIED ROUTINE? A COMPARATIVE STUDY BETWEEN SCHOOL ROUTINE IN BRAZIL AND IN FRANCE
School Rhythm was considered as a component of the school curriculum responsible for structuring, organizing school and extracurricular time. It aimed to analyze how School Rhythms, in Brazil and France, are manifested in school daily life, considering the example of two public schools in the periph...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Recursos: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/36103 |
| Acesso em linha: | https://revistas.pucsp.br/index.php/curriculum/article/view/36103 |
| Access Level: | acceso abierto |
| Palavra-chave: | Ritmo Escolar Ritmo Formal Ritmo Oculto Cotidianos Escolares. Ritmo escolar Ritmo formal Ritmo oculto Cotidianos escolares. School routine Formal routine Implied routine Daily school life. |
| Resumo: | School Rhythm was considered as a component of the school curriculum responsible for structuring, organizing school and extracurricular time. It aimed to analyze how School Rhythms, in Brazil and France, are manifested in school daily life, considering the example of two public schools in the periphery, one in each country. The time spent at school was studied from a critical view of the curriculum, from the perspective of the formal, real and hidden. The comparative investigation found that in Brazil and France the School Rhythm establishes a causal relationship with success, school and social failure, through the idea that the (re) organization, creation, improvement and qualification of different school times and spaces are important factors to reduce school inequalities and, consequently, social inequalities, especially for children who come from the most popular classes. |
|---|