This article shows the results of a research regarding the expansion of the school hours, developed in some Brazilian municipalities with integral/integrated education in their relations with the educative territories. For this, the experience in two Brazilian cities: Belo Horizonte and Santarém will be presented. Despite the distinct contexts, these experiences have something in common: the projects go beyond the school walls, reaching squares, parks and even rivers, considered as social areas, thus building a feeling of belonging to the city. The experience of expanding the school hours in those cities reveals a specific perspective of education that intends to transform the city into an educative territory, understanding that schools are part of a social network to ensure to children, youths and adolescents, the right to the integral education.
integral education; educative territories; citizenship