<b>THE SCHOOLING IN FULL TIME IN THE 'SCHOOL FLOOR': INDICATIVE FOR THE DEBATE

Abstract

Considering the expression 'floor school' as an analogy the issues surrounding the school routine, the text presents the results of a literature based research, guided by an analytical-reconstructive methodology whose scope focused on the questioning of the schooling model in time integral as educational policy. Exploring a limited set of scientific articles published in national journals in the last five years (2011-2015), sought to answer the following demands: what are the main issues raised today by the public school organization model fulltime when specifically developed systems , networks and public schools? Minimally placing the current context of crisis in / of the school as well as the legal requirements for the schooling model persevere full-time, the text indicates concerns expressed in the examined corpus, that underlie (or should permeate) the debate on school full-time, sited as issues of teaching, administrative and conceptual order. In conclusion, the text finds the matter on the agenda of public debate, academic and political, advocating the maintenance, qualification and discussions agenda of deepening on the subject, as a strategy to inventory models of school organization full time correspond to the real dynamics and everyday needs expressed in the 'floor school'.