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The article discusses how human education can integrate full-time education in contexts of resistance to school structure in which split time and spaces promote DOSSIÊ A formação humana integra a educação integral? 178 Cad. Cedes, Campinas, v. 39, n. 108, p. 177-192, maio-ago., 2019 the reproduction of dehumanizing relationships. Using a qualitative approach, the topic is contextualized politically and conceptually. Furthermore, there is a narrative record of literacy experience in a public school in order to reflect on how ethical and aesthetic dimensions can be materialized in fulltime education. This materialization indicates the power of re-creation of pedagogical practice as a responsible act for the recognition of children as authors in their own learning process.

A FORMAÇÃO HUMANA INTEGRA A EDUCAÇÃO INTEGRAL? O QUE AS PRÁTICAS PEDAGÓGICAS TÊM A NOS DIZER