Abstract:
This article was developed following doctoral research. It aims to identify the conceptions of curriculum time underlying teaching practices and the discourses of teachers and students, and to analyze the conceptions of teaching practices present in the discourse of these actors. The study was developed in the classroom of module II A and module III B of Youth and Adult Education in High School classrooms at a Public State School Network. In methodological terms, the choice was for a qualitative approach, and data collection instruments included non-participant observation, interviews in Focus Groups and document analysis. The results revealed curriculum time as a fundamental element in the organization of teaching practice, as well as a fundamental element in the training of students, and the curriculum (re)organized in a critical perspective.
Keywords:
Elementary school; Youth and adult education; Teaching practice; School time; Student performance; Night course student