Oliveira, Guilherme Resende2024-03-132024-03-132023TORRES, Humberto Salvino Batista. Avalição do programa de educação plena e integral das escolas públicas da rede estadual de ensino médio de Goiânia e Aparecida de Goiânia - Goiás (2016-2022). Goiânia (GO), 2023. 143 f. Dissertação (Mestrado Profissional em Desenvolvimento Regional) - Centro Universitário Alves Faria, 2023.https://repositorio.unialfa.com.br/handle/123456789/142Integral Education has become a mechanism to mitigate deficiencies in the educational system, with the idea that students staying longer in school can increase the level of learning. The proposal for full-time schools manifests as a new educational line that aims to provide students with diversified contact with new suggestions and guidance. This study was based on the theoretical assumptions of Integral Education formulated by Teixeira (1962), Ribeiro (1986, 1995, 2022), among others. Considering the difficulties of Brazilian education and the proposal of the Government of Goiás for full-time schools, the research had the following objective: to what extent did the Centers for Integral Education (CEPIs) contribute to the increase in the quality of education in the state of Goiás from 2016 to 2022. Documentary data were collected to understand how the Goiás State Education System was formed, with the objective of complying with the provisions of MEC Ordinance No. 1145/16, which established the Promotion Program for the Implementation of full-time schools by MP No. 746/16 and to understand the process that regulated the creation of CEPIs with the aim of implementing the proposal for full-time high school. The concept of Integral Education harmonizes with the new responsibilities of the school and the monitoring of the new student. The analysis highlighted two fundamental categories for the renewal of pedagogical practices: Pedagogical Innovation and Changes in Management Model. The method of direct analysis of the school environment, observation of the performance and professional performance of teachers and managers, as well as semi-structured interviews were used. The results of the investigations pointed to an educational reality guided by innovative pedagogical practices, such as youth leadership, interdisciplinary practices, pedagogical presence, work of the school with the community that surrounds it, and democratic management, combining with the principles that lead to quality education. This study is important to understand the current situation of CEPIs and their pedagogical projects. It is useful for educators, managers, researchers, and those interested in education, since CEPIs help prepare students for the job market, university, and life.ptEnsino em período integralSistema estadual de ensino de GoiásCEPI