ABSTRACT
This chapter describes the movement through which people involved in formal education have internalized not only the hybrid dimensions of educational temporalities but also their conflicting nature. It discusses the effects associated with the implementation of strategies that renewed the perception of the idea of autonomy in formal education, especially in regard to students’ and educators’ time. The concept of double bind appears also relevant to analyze the temporal contradictions that characterize the professional and organizational dimensions inherent to formal education. For instance, the contradiction between the long-term temporal requirement (involved by the introduction of school reform) and the short-term reality (manifested by high turnover and the lack of temporal availability provided for professional support and training opportunities) typically constitutes a ‘mixed message’ that reveals itself as a source of confusion and disempowerment. The advance of the research developed in chronobiology and chronopsychology stressed the importance of considering the biological and psychological rhythms of the child.
