The Full-Time School Program as a path to educational equity and human development

Abstract

This article analyzes the challenges and potentialities of implementing the Full-Time School Program (ETI), established by Law No. 14,640/2023, with emphasis on regions of greater socioeconomic vulnerability. The research adopts a qualitative approach, based on bibliographic review and documentary analysis of educational legislation, aiming to understand how the extension of school hours can contribute to educational equity in Brazil. The results indicate that, although the program represents significant progress in public education policies, its implementation faces obstacles such as inadequate infrastructure, regional inequalities, gaps in teacher training, and financial limitations. On the other hand, the transformative potential of integral education is highlighted, as it promotes students’ holistic development, strengthens youth protagonism, and supports the construction of life projects. The study contributes to the academic debate on inclusive educational policies, emphasizing the social relevance of ETI as an instrument of social justice and the democratization of access to quality education. Further empirical studies are recommended to assess the impacts of the policy in different regional contexts. Finally, it is concluded that consolidating full-time schooling requires strategic planning, adequate funding, continuous teacher training, and community involvement.