Conceptions of Integral Education in contemporary Brazilian context
It is important to work with Integral Education, an education whose advocacy is constant and acceptable in various spheres. However, confusion between Integral Education and terms such as full-time schools, full day schooling and full-time is still common. Between the 1930s and 1970s in Brazil, the...
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| Format: | Article |
| Language: | English |
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Universidade Federal do Norte do Tocantins
2024-12-01
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| Series: | Revista Brasileira de Educação do Campo |
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| Online Access: | https://periodicos.ufnt.edu.br/index.php/campo/article/view/19326 |
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| author | Priscila Caroline Miguel Aline de Novaes Conceição Adriana Alonso Pereira |
| author_facet | Priscila Caroline Miguel Aline de Novaes Conceição Adriana Alonso Pereira |
| author_sort | Priscila Caroline Miguel |
| collection | DOAJ |
| description | It is important to work with Integral Education, an education whose advocacy is constant and acceptable in various spheres. However, confusion between Integral Education and terms such as full-time schools, full day schooling and full-time is still common. Between the 1930s and 1970s in Brazil, the concept of Integral Education involved physical, intellectual, social, and civic elements, as Conceição (2022) states. However, what are the current conceptions of Integral Education? Thus, the the purpose of this article is to identify and analyze the conceptions of Integral Education in contemporary Brazil. To this end, a systematic configurative literature review was conducted, based on consultations in Scielo, Oasisbr, Eric, and Doaj, with the descriptor "Integral Education" and selecting texts in Portuguese that contained these words in their titles and were published from 2018 to the first semester of 2024, respectively the year in which the National Common Curricular Base was approved and the year and semester in which the research was developed. It was found that, in contemporary times, the conceptions of Integral Education involve the following elements: intellectual/cognitive, physical/motor, affective, ethical, social, symbolic, cultural, musical, scientific, environmental, moral, artistic, emotional, philosophical, biological, political, recreational/playful, technological, and creative. |
| format | Article |
| id | doaj-art-b39974ff4ec2438f969e9ab095b9e174 |
| institution | Kabale University |
| issn | 2525-4863 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Universidade Federal do Norte do Tocantins |
| record_format | Article |
| series | Revista Brasileira de Educação do Campo |
| spelling | doaj-art-b39974ff4ec2438f969e9ab095b9e1742025-01-03T13:53:09ZengUniversidade Federal do Norte do TocantinsRevista Brasileira de Educação do Campo2525-48632024-12-01912410.70860/ufnt.rbec.e19326Conceptions of Integral Education in contemporary Brazilian contextPriscila Caroline Miguel0https://orcid.org/0000-0003-1499-9196Aline de Novaes Conceição1https://orcid.org/0000-0002-6640-461XAdriana Alonso Pereira2Universidade Estadual Júlio de Mesquita Filho - UNESP/Marília - SPUniversidade Estadual Paulista – UNESP, Universidade Estadual Paulista (Unesp)Universidade Estadual Paulista – UNESP, Universidade Estadual Paulista (Unesp It is important to work with Integral Education, an education whose advocacy is constant and acceptable in various spheres. However, confusion between Integral Education and terms such as full-time schools, full day schooling and full-time is still common. Between the 1930s and 1970s in Brazil, the concept of Integral Education involved physical, intellectual, social, and civic elements, as Conceição (2022) states. However, what are the current conceptions of Integral Education? Thus, the the purpose of this article is to identify and analyze the conceptions of Integral Education in contemporary Brazil. To this end, a systematic configurative literature review was conducted, based on consultations in Scielo, Oasisbr, Eric, and Doaj, with the descriptor "Integral Education" and selecting texts in Portuguese that contained these words in their titles and were published from 2018 to the first semester of 2024, respectively the year in which the National Common Curricular Base was approved and the year and semester in which the research was developed. It was found that, in contemporary times, the conceptions of Integral Education involve the following elements: intellectual/cognitive, physical/motor, affective, ethical, social, symbolic, cultural, musical, scientific, environmental, moral, artistic, emotional, philosophical, biological, political, recreational/playful, technological, and creative.https://periodicos.ufnt.edu.br/index.php/campo/article/view/19326integral educationconceptions of integral educationcomprehensive education. |
| spellingShingle | Priscila Caroline Miguel Aline de Novaes Conceição Adriana Alonso Pereira Conceptions of Integral Education in contemporary Brazilian context Revista Brasileira de Educação do Campo integral education conceptions of integral education comprehensive education. |
| title | Conceptions of Integral Education in contemporary Brazilian context |
| title_full | Conceptions of Integral Education in contemporary Brazilian context |
| title_fullStr | Conceptions of Integral Education in contemporary Brazilian context |
| title_full_unstemmed | Conceptions of Integral Education in contemporary Brazilian context |
| title_short | Conceptions of Integral Education in contemporary Brazilian context |
| title_sort | conceptions of integral education in contemporary brazilian context |
| topic | integral education conceptions of integral education comprehensive education. |
| url | https://periodicos.ufnt.edu.br/index.php/campo/article/view/19326 |
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