Guidelines for full-time schools: an experience report

Abstract

This article reports on the experience of developing a guiding document for the implementation of full-time schools in a municipal education network. The process was grounded in a literature review, legal framework analysis, and participatory workshops involving actors from the educational ecosystem. Listening sessions were also held with school principals and students to understand how the policy was being implemented in practice. The final document consolidated guidelines related to enrollment, school management, curriculum, territorial integration, and inclusive education. Among the innovative elements, the prioritization of socially vulnerable groups, intersectoral collaboration, and the recognition of the territory as a learning space stand out. Feedback from school leaders highlighted initial challenges such as infrastructure limitations, lack of understanding of the proposal, and training sessions with low applicability to daily practice. Students emphasized the need for a school that respects their pace and expectations, providing meaningful reasons to stay engaged. The study concludes that the guiding document must be seen as a living tool—subject to continuous revision and grounded in the active participation of those affected by the policy. Its effective implementation depends on integrating local knowledge, fostering intersectoral engagement, and addressing the real conditions of school communities.