ABSTRACT
This article shows some thoughts which derive from the study undertaken in different Brazilian municipalities from Espírito Santo, Brazil, on the concept and practice of full-time childhood education (ARAÚJO, 2015). The notorious existence of "full-time" in childhood education preserves paradoxical durability, whether by its inescapable formulation around the rights of working women and poor children or children in social vulnerability and risk or by their habitual invisibility as a component of the same educational process in childhood education. This provides an unstable identity and a demanding reality from unfortunate moments, conditioned to "Life's labyrinthine and erratic course" (GOETHE apud ARENDT, 1987). Their questions point to the need of creating a public ethos, whose social philia (ARENDT, 1987; MATOS, 2006, 2009; ARISTÓTELES, 2009) is shown as a possibility to open new material and symbolic supports that allow children to be welcomed beyond their needs.
Keywords:
full-time childhood education; social philia; early childhood education