The full-time education policy, perspectives and approaches to Rural Education

The work deals with the implementation and imbrication of the educational policies of full-time education and education in the field. The research of bibliographical nature, dialogues with different authors of the field of study discussed as: Cavaliere (2010), Moll (2012) and normative documents. Considering the policy impact, appear, it is understood that the wording in their conceptual and pedagogical aspects, converge, and so, the adequacy of policy proposals full-time education for schools in the field are supported by coexistence of different forms and dynamics of life in the country and that the educational process must leave these specificities. The More Field Education implemented in schools, has become a challenge for the full-time education policy, because it assumes a pedagogical differentiated organization reflected in practices aligned to new forms of interface design space-time, connecting the activities between shifts, and curriculum