FULL-TIME EDUCATION: CHALLENGES AND POSSIBILITIES IN THE TEACHING AND LEARNING PROCESS

Abstract

Full-time education has been consolidated as an important strategy for promoting the comprehensive development of students by extending learning time and educational opportunities within the school environment. This chapter aims to analyze the main challenges and possibilities of full-time education in the teaching and learning process, considering pedagogical, social, and institutional aspects. Methodologically, this is a qualitative study based on a narrative literature review, supported by national and international scientific publications addressing educational policies, pedagogical practices, and outcomes related to the extension of the school day. The results indicate that full-time education can significantly contribute to improving academic performance, strengthening socioemotional skills, and reducing educational inequalities, provided it is supported by integrative pedagogical proposals, continuous teacher training, and adequate infrastructure conditions. However, challenges such as curriculum fragmentation, teacher workload, limited resources, and difficulties in articulating pedagogical and complementary activities are also identified. It is concluded that the effectiveness of full-time education depends on a pedagogical approach that goes beyond merely increasing school hours, fostering contextualized, interdisciplinary, and student-centered educational practices that enhance teaching and learning in a meaningful way.