Extended School Day and Digital Literacy: school life and space-time of education

Abstract

The extension of the school day in the Brazilian public system is one of the government’s initiatives to improve the quality of basic education. The objective of this study is to discuss, beyond the extension of the chronological time, the development of another space-time of education from the articulation of two distinct governmental programs. The theoretical and methodological reference derives from multi-referential studies, addressing the theory of school life and of digital literacy. Among the results, we pointed out the need for public policies that foster protagonism and teacher education, instead of programs that aim only at education indicators.