Da ampliação do tempo à formação integral: impactos da educação em tempo integral sobre o currículo e o trabalho docente (2014–2024)

Abstract

This article aims to understand the changes brought about in the provision of school education following the implementation of full-time education, based on Brazilian academic-scientific production published between 2014 and 2024. The research adopts a qualitative and quantitative approach, using the State of Knowledge as its methodological procedure, conducted through the CAPES Journals Portal, with a time frame aligned with the validity period of the National Education Plan (PNE 2014–2024). Eleven peer-reviewed articles were selected and organized into four categories of analysis: curriculum, teaching work, organization of school space, and implementation of PNE Goal 6. The results show that the mere extension of the school day is not sufficient to guarantee a truly integral education, requiring profound transformations in curricular organization, teaching working conditions, and school infrastructure. The analysis also points to the recurring conceptual distinction between full-time school and integral education as one of the main warnings in the literature, signaling that the effective implementation of this policy requires a critical and collectively constructed curriculum, continuing teacher education, and a pedagogical project committed to human development in its entirety. It is concluded that, when accompanied by these conditions, the full-time school can, in fact, come closer to a genuine proposal for quality integral education.