Jesus, Edna Maria de2026-08-172026-08-172025SILVA, Maria de Fátima de Oliveira e. Educação integral em Goiânia: as escolas de tempo integral da rede municipal e suas contribuições para o desenvolvimento regional. Goiânia (GO), 2025. 94 f. Dissertação (Mestrado Profissional em Desenvolvimento Regional) - Centro Universitário Alves Faria, 2025.http://repositorio.unialfa.com.br/handle/123456789/809This dissertation examines the full-time school policy in the municipal education network of Goiânia, structured into three articles that complement each other in understanding the educational, social, and regional effects of this public policy. The research, with a qualitative, exploratory, and documentary approach, involved the analysis of legislation, institutional reports, and secondary data from the Municipal Department of Education, the Brazilian Institute of Geography and Statistics (IBGE), and other official databases, in addition to the application of questionnaires to parents and guardians to understand perceptions about the policy and its impacts across different regions of the city. The general objective was to analyze how the expansion of school hours contributes to improving learning, reducing regional inequalities, and promoting local social development. The first article, Fundamentals of Integral Education and Regional Development: Theoretical Articulations, presents the conceptual basis of the study and discusses the relationship between integral education, social justice, and human development, using documentary data from the Municipal Department of Education, IBGE, and other official reports. Between 2018 and 2023, an increase was observed in the number of full-time schools, accompanied by improvements in student flow, a higher transition rate to high school, and better results in indicators such as the Municipal Human Development Index (MHDI) and average income, along with a reduction in youth crime. However, challenges remain related to infrastructure, funding, curricular integration, and community participation. The second article, Integral Education in Goiânia: Educational and Social Effects in the Dynamics of Regional Development, analyzes the concrete conditions of the policy in the municipality, showing that the expansion of school hours still lacks systematic planning, faces inequalities in the distribution of schools, weak intersectoral coordination, and infrastructure limitations. Despite these constraints, innovative pedagogical practices were identified that strengthen community ties and reposition the school as a space of belonging, citizenship, and social mediation. The third article, The Role of Regional Education Coordinators (CREs) in the Implementation of the Full Time School Policy in Goiânia, investigates the role of the CREs in the decentralized management of the policy, based on documentary analysis and the application of questionnaires to parents and guardians. The results show that most families recognize full-time schools as promoters of learning and social protection, although they highlight structural and organizational challenges. Decentralization through the CREs proved fundamental for bringing management closer to local realities but also revealed regional disparities that demand greater equity in the expansion process. Taken together, the three studies confirm that integral education in Goiânia has social legitimacy and the potential to contribute to regional development, provided it is accompanied by sustainable investments, the strengthening of the CREs as mediating instances, and planning that considers the specificities of each region. It is concluded that the consolidation of this policy as a strategy for social justice and the reduction of inequalities depends on its institutionalization as a State policy, the valorization of community protagonism, and articulation with other intersectoral public policies.ptDesenvolvimento regionalPolíticas públicasRede Municipal de Educação de Goiânia