This dissertation analyzes the Education Project in Full time the Secretary of the State of Pará Education from a qualitative approach with the reference dialectical perspective, electing as analytical categories Education Full-Time, Comprehensive and Education East. The study was dedicated to the design analysis as well as the government's role Para state in the implementation of the proposal, its legal, historical and contextual frameworks for understanding the school design and integral education of the subjects that develop the proposal. In particular, the School Miriti due to the implementation process of the "Integral Education Policy" of the Secretariat of State of Para Education, which began in 2012, due to the design range of expectations, its possibilities, its limits, its consensus and dissent a public policy arriving to school with qualification proposition of school education. The research methodology focused on document analysis and official notes of fragments produced by the Secretariat of the State of Pará Education (SEDUC-PA), being appreciated as primary sources of study the decrees, plans and reports of government data available on documents the state forums of integral education of the Secretariat of State of Para education, as well as the preliminary proposal of integral education Action Plan. The literature review was fundamental for preparing the work grounded in authors as Gramsci, Moll, Paro, Cavalieri, Rabbit, among other materials anchored mainly on books and scientific articles that discuss the theme of education and (m) full-time. The case study was part of a mainstay of research, inasmuch as procedural method allowed greater flexibility to search through it were structured and preceded to the semi-structured interviews. The study led us to the realization that there is a set of limits and possibilities surrounding the project that is being developed in a public school in high school with many efforts and difficulties.
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