SCHOOL DAY DURATION AND LEARNING: THE EXPERIENCE OF THE EXTENSION OF THE SCHOOL DAY IN CHILE

This paper analyzes the importance of time as an object of educational policy in Latin America and its impact in learning and in the integral development of students. It presents conceptual aspects of the relation between time and learning. The paper presents the implementation of the full-school-day program (JEC) in the educational c’hilean system. This policy supposes changes in the amount and management of time at school, in the pedagogical practices, in the student activities and in the internal and external school relationships. Data related to the implementation of JEC and its impact on learning is analyzed. The main lessons about the implementation of JEC and the necessity of understand it are closely related with changes in pedagogical practices of teachers and time management at schools.

full-school day; time management; teacher-pupils interactions; learning