Under integral Education prisms and complexity: Possibilities for high school

Authors

DOI:

https://doi.org/10.17058/rea.v30i2.16541

Keywords:

High School, Full-time, Integral Education, complexity

Abstract

The text presents approximations between full-time high school, integral education, and the complexity epistemology. The meaning of time and the training aimed to Brazilian youth are discussed. Then, we discuss the meanings of popular education in an integral perspective. At the end, it delves into the forms of organization of pedagogical and curricular work in the complex perspective, as ways of overcoming a resigned formation in the face of reality.

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Author Biographies

Daniella de Souza Bezerra, IFG

Pós-doutora e Doutora em Educação pela Universidade de São Paulo. Professora do Instituto Federal de Goiás, com atuação do Programa de Pós-Graduação em Educação Profissional e Tecnológica-ProfEPT.

Thaisa Lemos de Freitas, IFG

Mestre em Ensino de Ciências pela Universidade Federal do Mato Grosso do Sul. Professora de Instituto Federal de Educação, Ciência e Tecnologia de Goiás (IFG.

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Published

2022-05-30

How to Cite

de Souza Bezerra, D., & de Freitas, T. L. (2022). Under integral Education prisms and complexity: Possibilities for high school. Reflexão E Ação, 30(2), 69-83. https://doi.org/10.17058/rea.v30i2.16541

Issue

v.30 n.2 (2022)

Section

Artigos do Fluxo

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