The study aimed to analyze the actions that induce integral education implemented in the
municipality of Belterra/PA in the period from 2009 to 2020. Education here is understood in
the historical movement of society and in the perspective of Historical-Critical Pedagogy
(PHC). In the methodological procedures, the survey was carried out, followed by the analysis
of studies that discuss public educational policies and the relationship of educational times
and spaces related to Integral Education. Documentary analysis for the appropriation of the
theoretical aspects of the policy, the organizational structure, the financing, the technicalpedagogical, institutional, operational and legal structure of the programs and projects of the
actions that induce integral education through legislation, plans (national and municipal),
documents from the public domain, statistical data, available on MEC websites, from Inep,
IBGE, reports from Fapespa, the PNE Observatory, Todos pela Educação, Educacenso. The
empirical documentary research revealed that in Belterra the More Education Program (PME)
was implemented in 2012 and, as of 2016, the New More Education Program (PNME)
contradicts one of the characteristics of education, since, for learning to happen, continuity is
necessary. Integral education is developed in the municipality of Belterra through specific
actions, aimed at elementary school II (5th to 9th grade) working from the perspective of
extending the time the student stays in school, without taking into account the real
organizational, pedagogical and structural conditions of the reality in which it is inserted, thus
hurting the precept defended by PHC, that education, in order to be comprehensive, must take
place in all stages of the individual's schooling in a continuous and permanent process, in
which the extension of time needs to consider the expansion of the formative precepts. We
believe that integral education cannot be limited to specific actions and without the support of
a pedagogical theory. In this sense, we defend the following thesis: Integral education requires
permanent actions and the support of a pedagogical theory. Thus, historical-critical pedagogy,
by focusing on omnilaterial and emancipatory education, constitutes an alternative for the
realization of integral education. The results show that the programs that induce full-time
education in the municipal public network of Belterra present a lack of continuity in actions
and the absence of a pedagogical theory that can lead to an integral education in the
perspective of emancipatory, omnilateral education, as announced by the Historical-Critical
Pedagogy. In this way, we believe that it is possible to overcome the gaps, with the
implementation of a public policy focused on integral education, in addition to the extension of the school day. And in which PHC constitutes a reference for the actions developed from
the programs.
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