ABSTRACT:
The article discusses how human education can integrate full-time education in contexts of resistance to school structure in which split time and spaces promote the reproduction of dehumanizing relationships. Using a qualitative approach, the topic is contextualized politically and conceptually. Furthermore, there is a narrative record of literacy experience in a public school in order to reflect on how ethical and aesthetic dimensions can be materialized in full-time education. This materialization indicates the power of re-creation of pedagogical practice as a responsible act for the recognition of children as authors in their own learning process.
Keywords:
Human education; Full-time education; Literacy