The present study is a reflection on the relationship between school hours and the quality of the educational work delivered at school. Full-time school, which is increasingly adopted by the Brazilian public school system, is analyzed from the stand point of the studies on school effectiveness and the cultural and historical conditions that define it. The different concepts supporting the full-time pedagogical and administrative propositions, which are translated into different institutional solutions, are also approached.
Teaching institution; Fundamental teaching; School hours; Full time