School Time Structured in Timelines That Separate the Teaching and Learning Process

Each era structures its own conception of time, and when this is combined with school, it becomes school time. The objective is to identify, based on the thinking of teachers and students, the meaning they give to school time, in order to shape a structuring of elements in a space with scopes, boundaries, and circumstances to answer the following questions: What are the characteristics of the mutations in school time? What are the timelines of school time? How is school time of resistance manifested? What effect do standardized times have on the development of the teaching and learning process? How do we identify the "knows" in teaching practice? How are temporal sequences manifested in the teaching and learning process? A type of qualitative research that collects information through the ethnographic method, using interviews, participant observation, and group observation as instruments, with a selective population. Therefore, time is attached to the teaching and learning process, generating a state of interaction that describes timelines separated by knows, which pass and are articulated with the past and future, since the present constitutes a space that composes these two processes separated by timelines, because the curriculum demands a space from postmodernity composed of remote environments that establish barriers of an accelerated central core in a framework of subjective environments in the teaching and learning process