FULL-TIME EDUCATION IN FULL-TIME SCHOOLING: INTERDISCIPLINARITY AND DIGITAL TECHNOLOGIES

Abstract

The reflections within this paper assume that, through interdisciplinary activities with the use of digital technologies, the teaching-learning process in full-time education can be revived. We argue that interdisciplinary works as an articulator of pedagogical practices which are capable of breaking with the proposal presented by the contemporary world, especially dictated by the knowledge spread that rapidly convert   and break up into isolated fields, result of the modern era rationalism. It foresees the right for an education of other times and new places materialized by teaching practices that allow to reinvent the school, giving new meaning as to its place and as to its time, approximating educators, students, relatives and the society as a whole. Its main objective is to challenge the reader to reflect on education, especially related to full-time education in full-time schooling and signaling possibilities of interdisciplinary actions coming from formal education contents brought together with the digital technologies. Thus, it perceives as essential to consider, for the comprehension of human complexity, the dialogue among several kinds of knowledge. It has as its foundation that the use of digital technologies can contribute for the construction of innovative practices for an education of different time and spaces, since the making of meaning and the very redefinition of concepts tends to happen in a facilitated manner when one takes part of the learning process. In dialogue with the most recent happenings in Brazilian education, it argues in favor of the sense of teaching and learning in space and time capable of forming subjects who form meanings for intervention in their communities, their cities and the world they wish for themselves and for others.