Full-time education: A brief overview

Integral education is an important part of the history of citizenship, therefore, of man, and, thus, it is a theme that has been deeply discussed and its concepts reworked over the years. This proposal aims to discuss and reflect, from a literature review, on the Full-Time Education Program. This is a bibliographic and descriptive study. It is hypothesized that in order for education to be, in fact, integral, only to increase the length of stay in school does not entail integral education. Considering this context, the article will deal with the paths taken by comprehensive education, focusing on this program. The fact that integral education, even today, even if it has become popular, is a challenge for the country, due to the lack of resources and training of teachers in most schools, which justifies the relevance of the study. Public policies on the theme will be presented and how this proposal has been consolidated in Brazil.

the 'treatment' of this space, the more possibilities of democratic learning open up in school". Ensuring citizen education is essential, and thus the school's commitment is great.
To do so, it needs to work on aspects that involve society and nature, in this process, by limiting values, knowledge and skills, in order to help students to critically understand the reality around them. In this context, the information should be easy to understand and need to be related to the experiences of this student.
To the same extent, making the student's interest in discovering different contexts from his is also a challenge. To provide access to various types of information should prevail in pedagogical practice. The teacher needs to be in mind that the student's education process is not selective, but an action of reflection, which requires the discovery of difficulties and points out the positive points of each subject. Discussing gender issues when addressing gender relations and reflections on issues on inequality and social practices is crucial. Making use of various tools to conduct such discussions will help in the integral formation of the individual, because the themes are transversal and will make these students accept themselves and feel part of society.

FINAL CONSIDERATIONS
Discovering and perceiving the need of children and, from this, rediscovering or redesigning new paths to be trodden to apply and intervene new strategies is a great challenge.
Teachers, schools and public policies must assume responsibility to society, respecting the objectives of comprehensive education. It is necessary to believe in the identity of this modality and ensure its full functioning. Integral education requires and requires school centrality, and to do so, all students need to be developed broadly, and even their life experiences need to be respected and rescued by this school. That's your job. Likewise, the role of professionals who make education something possible needs to be continuously rethought and renewed.
The political and philosophical approach of integral education and the expanded journey allows us to understand that, in fact, education is part of a civil society, and thus effective participation in public policies is essential, as it is a way to ensure a planned education within these policies, remembering the social view of the world and its social obligations. The importance of this research aims that education cannot close its eyes to the integral school, it needs to know that learning implies many variants, as varied as possible. Thus, the origins, values and feelings of the student need to be respected in the school context, which implies the approach of real-life facts and events in school and extracurricular activities, which implies a deep sociopsychological organization.
Knowing that the general norms of development are the same for all students, emphasizing that they are capable beings and fostering the continuous search for knowledge and development of new skills are attitudes that are urgent. Understanding these subjects as central agents of the educational process and emphasizing the harmony between the school and students based on reflections and interventions is fundamental. Valuing and encouraging the exchange of knowledge from these activities is also indicated. In this sense, the adaptation of the integral school is urgent, which entails the approach of significant issues to its functioning with the families of these students. The offer of workshops in the counter shift is a possibility for the expansion of the journey to be effective.
Prioritizing education is a necessary and, above all, continuous process, and thus, the development of public policies in a periodic way is important for full-time education to promote, in fact, the integral formation of the human being. It is necessary to always be attentive to the reality that surrounds us and overcome the very limits of pedagogical management. In this context, it is of paramount importance that the public authorities contribute to the improvement of full-time education from projects and actions aimed at education as a whole, thus contributing to the reduction of the distance of people from school, emphasizing that everyone should have access to quality education, prioritizing, therefore, the development of all dimensions that give life to the human being.