FULL-TIME EDUCATION: PERSPECTIVES FOR THE CIVIC AND HOLISTIC DEVELOPMENT OF THE INDIVIDUAL

Abstract

This study analyzes the perspectives of full-time education for the civic and integral formation of the individual, justifying its relevance by the significant impact on human and social development in a contemporary educational scenario. The main objective consists of exploring how this educational modality contributes to the full development of students, addressing their multiple dimensions. The methodology employs bibliographic research with a qualitative, exploratory, and descriptive approach, based on the systematic analysis of specialized literature and normative documents. The main results indicate the transformative potential of full-time education, especially in promoting youth protagonism and the exercise of citizenship. However, significant challenges in its implementation are evident, such as adequate infrastructure, continuous training for educators, and the scarcity of pedagogical resources. The most relevant conclusions point out that the effectiveness of full-time education directly depends on the quality of the pedagogical project's execution and the intentionality of educational actions, and not merely on the simple extension of school time. The research contributes to the improvement of educational policies and practices, promoting a deeper vision on the topic and guiding future interventions.