This article is part of a doctoral thesis studies and aims to understand Full-Time School and Comprehensive Education while two important Brazilian public policies based on authors who address this topic, specifically emphasizing purposeful human development of the student as a dimensional process of growth of the individual beyond school walls. The research consisted of a bibliographic review with a qualitative approach and an exploratory-descriptive nature, developed in stages, beginning with the guiding question regarding how the concepts of Comprehensive Education and Full-Time School Interact with human development. The data analysis followed the content analysis technique to identify categories that highlight the convergences and divergences between the principle of Comprehensive Education and the Full-Time School policy. Studies indicate that the apparent lack of distinction between the terms in the educational field is shifting towards the dimensions of the students who live and participate in these policies, not only in terms of training but also in terms of time management. The study concludes that an extended school day enables deeper learning, given that Comprehensive Education presents itself as a multidimensional formative principle focused on the constitution of the student as a human development process beyond school walls. Concurrently, it concludes that the Full-Time Schooling policy can intensify the time spent at school.Keywords: Full-time school. Holistic education. Student.

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DOI:

https://doi.org/10.35819/tear.v15.n1.a8162

Abstract

This article is part of a doctoral thesis studies and aims to understand Full-Time School and Comprehensive Education while two important Brazilian public policies based on authors who address this topic, specifically emphasizing purposeful human development of the student as a dimensional process of growth of the individual beyond school walls. The research consisted of a bibliographic review with a qualitative approach and an exploratory-descriptive nature, developed in stages, beginning with the guiding question regarding how the concepts of Comprehensive Education and Full-Time School Interact with human development. The data analysis followed the content analysis technique to identify categories that highlight the convergences and divergences between the principle of Comprehensive Education and the Full-Time School policy. Studies indicate that the apparent lack of distinction between the terms in the educational field is shifting towards the dimensions of the students who live and participate in these policies, not only in terms of training but also in terms of time management. The study concludes that an extended school day enables deeper learning, given that Comprehensive Education presents itself as a multidimensional formative principle focused on the constitution of the student as a human development process beyond school walls. Concurrently, it concludes that the Full-Time Schooling policy can intensify the time spent at school.

Keywords: Full-time school. Holistic education. Student.

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Author Biographies

  • Cristiane de Souza Amaral Hax, Universidade Federal do Rio Grande do Sul

    Doutoranda em Educação em Ciências: Química da Vida e Saúde – (UFRGS/RS), Professora no Município de Pelotas e São Lourenço do Sul, integrante do Grupo de Pesquisa de Potencialidades apreciativas: Curadoria pedagógica, conhecimento e cosmotécnica em tempos de cultura digital e mídias móveis da Universidade Federal do Rio Grande do Sul (UFRGS).

  • Cintia Inês Boll, Universidade Federal do Rio Grande do Sul

    Pedagoga, Mestre e Doutora em Educação pela Faculdade de Educação da Universidade Federal do Rio Grande do Sul (UFRGS/RS), Vice Líder do Grupo de Pesquisa CNPq, LELIC - Laboratório de Estudos em Linguagem Interação Cognição/Criação, na linha de Pesquisa PROVIA: Comunidades Virtuais de Aprendizagem. Professora aposentada da FACED/UFRGS e professora permanente no Pós-Graduação em Educação em Ciências: Química da Vida e Saúde. Porto Alegre, Rio Grande do Sul, Brasil.

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Published

2026-07-13

Issue

Vol. 15 No. 1 (2026): EDUCATION AND THE WRITING OF THE SELF: FOCUSES, SOURCES, SUBJECTS AND (IM)POSSIBLE APPROACHES

Section

Free Section

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How to Cite

This article is part of a doctoral thesis studies and aims to understand Full-Time School and Comprehensive Education while two important Brazilian public policies based on authors who address this topic, specifically emphasizing purposeful human development of the student as a dimensional process of growth of the individual beyond school walls. The research consisted of a bibliographic review with a qualitative approach and an exploratory-descriptive nature, developed in stages, beginning with the guiding question regarding how the concepts of Comprehensive Education and Full-Time School Interact with human development. The data analysis followed the content analysis technique to identify categories that highlight the convergences and divergences between the principle of Comprehensive Education and the Full-Time School policy. Studies indicate that the apparent lack of distinction between the terms in the educational field is shifting towards the dimensions of the students who live and participate in these policies, not only in terms of training but also in terms of time management. The study concludes that an extended school day enables deeper learning, given that Comprehensive Education presents itself as a multidimensional formative principle focused on the constitution of the student as a human development process beyond school walls. Concurrently, it concludes that the Full-Time Schooling policy can intensify the time spent at school.Keywords: Full-time school. Holistic education. Student. #Tear: Journal of Education, Science and Technology, Canoas, v. 15, n. 1, 2026. DOI: 10.35819/tear.v15.n1.a8162. Disponível em: https://periodicos.ifrs.edu.br/index.php/tear/article/view/8162. Acesso em: 14 jul. 2026.