Integral Education: Beyond the Extension of School Hours

Abstract

Full-time schooling in Brazil has been shaped by advances, discontinuities, and reinventions across different historical and political contexts. Experiences such as the Integrated Centers for Public Education (CIEPs) and the Centers for Comprehensive Child Care (CAICs) demonstrate that integrality has been conceived as a response to social and educational inequalities. However, its consolidation continues to face structural obstacles, policy discontinuity, and challenges related to the effectiveness of pedagogical practices. This article analyzes recent literature on the subject and highlights that integral education must be understood beyond the mere extension of school hours, taking shape as a reorganization of school time and space. From this perspective, integrality enables interdisciplinary practices that articulate culture, arts, sports, science, and citizenship, fostering meaningful learning and broadening the conditions for equity in access to knowledge. The analysis also shows that the implementation of this model requires consistent public policies, adequate teacher training, and stronger articulation between school, community, and the State. By problematizing the potential and limitations of full-time schooling, this study contributes to the contemporary debate on the role of public education in building a fairer, more democratic, and inclusive society.