Reflexões sobre infâncias, territórios e tempo integral: um estudo documental

Abstract

This text proposes reflecting on the relationship between childhood and territory in the Full-Time School (FTS) of Governador Valadares, which universalized full-time education from 2010 onwards in the municipal education system for children enrolled in daycares, preschools, and elementary education. The adopted methodology, of a qualitative nature, is a documentary study, whose analysis corpus is composed of 4 guiding notebooks of the FTS proposal and the Pedagogical Political Project of two early childhood education institutions in a vulnerable territory of the city. Theoretical reflections from Childhood Sociology, Geography of Childhoods, and Comprehensive Education/fulltime education are employed, guiding the analysis that reflects on childhoods in the FTS, Territory and Childhoods in the FTS. The conclusions point to the importance of valuing, within the extended school time, the voices of children and what they allow us to understand about the territories, as the school can enhance the recognition and appreciation of childhoods in the territories and children's rights to school spaces and other spaces in which they live.