This text aims to present the results of a research whose objective was to understand the relationship between school time, other social times, and the temporality of subjects, using biographical narratives of teachers in two schools with multigrade classes, and subjects of the communities Botelho and Praia Grande in Ilha da Maré (Bahia). The analysis of empirical field has unveiled the problem of school time reduced to rhythm, sometimes understood as an individual property, sometimes as an imposition of a hegemonic time, the clock time. To discuss this notion, we used as theoretical framework the works of Elias (1993), Faraco (2010a), and Bakhtin (2003). Based on the relationship between time and difference, we considered the discussion with Bakhtin (2003; 2010) and Levinas (2011a, 2011b) to propose another conception: time as simultaneity, conceived as coexistence and interaction. The methodological approach adopted in this empirical research was (auto)biographical narratives, which constitute them selves in the opportunity of the others to talk about themselves and, in doing so, through narrative interviews, to offer a glimpse of a personal and social experience. The research concluded that the understanding of school time, on the one hand, depends on a careful look at the other social times which cross school life and, on the other hand, on a special attention to interactions between subjects within the classroom. After all, school time is an event that occurs in the encounter with the other.
School time; Autobiography; Time and the other; Rhythm and simultaneity