Abstract:
Children education from 0 to 5 years old in Brazil has been effective since the end of the XIX century with the presence of distinct institutions marked by an educational project differentiated by the permanency time. The question we propose to reflect on is if the presence of prolonged periods in Children Education can be understood as Full Time or as Integral Education. The analysis of the intentionality to promote in Children Education's daily routine the articulation between the areas of education, health, culture and justice; and to provide the pedagogical project's integrality and school's relationship integrality in time and spaces takes us to comprehend that Integral Education can be only effective in the perspective of educational experience as an intersubjective encounter implied with the common world.
Keywords:
Full Time; Children Education; Daycare; Preschool; Integral Education Experience