Champangnatte, Dostoiewski Mariatt de Oliveira2025-10-232025-10-232025OLIVEIRA, Fábio Venâncio de. Educação em tempo integral: análise da implementação, das desigualdades e do potencial equitativo no contexto goiano. Goiânia (GO), 2025. 76 f. Dissertação (Mestrado Profissional em Desenvolvimento Regional) - Centro Universitário Alves Faria, 2025.https://repositorio.unialfa.com.br/handle/123456789/646Full-time education in Brazil is, in theory, a strategic policy aimed at expanding learning opportunities and reducing educational inequalities. However, its implementation still faces significant structural, pedagogical, and regional challenges. In the state of Goiás, despite the quantitative expansion of availability and the diversification of models, limitations are observed that compromise its effectiveness. Thus, this study aims to critically analyze the implementation of full-time schools in the state of Goiás, identifying their contribution to educational equity and the structural and pedagogical conditions required for their effectiveness. The specific objectives are: to examine public policies and legal guidelines that underpin full-time education in Brazil, with emphasis on adaptations made in the context of Goiás; to assess the impact of extended school hours on students’ academic and socioemotional development; and to analyze the socioeconomic and regional disparities in access to and quality of full-time educational provision. A qualitative approach was adopted for the investigation, based on bibliographic and documentary analysis of legais frameworks, academic literature, and official documents from the state education network of Goiás. The results indicate partial progress, but also reveal structural constraints such as inadequate infrastructure, lack of specific teacher training, and concentration of full-time school availability in urban areas. Additionally, a conceptual gap persists between the extension of school hours and the promotion of integral student development. It is concluded that the effectiveness of this policy depends on sustainable investment, intersectoral coordination, and pedagogical projects tailored to local realities, with the aim of building a more equitable and socially committed public education system.ptEquidade educacionalFormação docenteDesigualdade educacionalEducação integral no Brasil