FUNDAMENTALS OF INTEGRAL EDUCATION AND REGIONAL DEVELOPMENT: THEORETICAL ARTICULATIONS

Abstract

This article analyzes the extent to which the full-time education policy implemented in the municipal network of Goiânia is articulated with regional development processes, particularly in urban contexts marked by social and territorial inequalities. The research, qualitative in nature and documentary in character, was based on the analysis of legislation, educational plans, School Census reports, and institutional documents from the municipal education system. The theoretical framework includes authors such as Arroyo (2012), Gadotti (2009), Moll (2012), Moehlecke (2023), and Salvino (2021), who conceive full-time education as an expanded formative proposal and a tool for territorial equity. The results indicate that, although extending the school day represents progress in terms of access, structural barriers remain, such as the absence of territorial criteria in policy expansion, fragile intersectoral coordination, and inadequate school infrastructure. On the other hand, innovative pedagogical practices were identified, where the school functions as a space for belonging, participation, and community mediation. It is concluded that consolidating full-time education as a regional development strategy requires territorialized planning, active listening to school communities, and a public commitment to social justice.