Assessment of learning in basic education and full-time education

Abstract

This study focuses on Full-Time Education (FTE) in Brazil, focusing specifically on the implementation and assessment of learning in the Full-Time School Program. The main objective of the research is defined as follows: to understand how this educational modality contributes to the comprehensive development of students and to improving the quality of basic education in the country. The rationale for this research lies in the growing adoption of FTE as a strategy to broaden students' educational experiences, promoting development that encompasses not only the cognitive aspect but also the physical, emotional, social, and cultural dimensions. Assessing learning in FTE represents a challenge, as it requires formative and contextualized methods that value the comprehensive development of students, requiring the training of education professionals and investments in infrastructure and school management. To achieve these objectives, the research adopted a bibliographic methodology, based on the critical analysis of theoretical works, academic articles, legal and regulatory documents related to Full-Time Education and its assessment practices. This approach enabled the construction of a consistent theoretical framework for understanding the perspectives, advances, and challenges of FTE in Brazil.