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This book looks at full-time public schools from the perspective of a case study at the Amélia Issa Full-Time Education Centre. The policy of extending the school day was introduced in the 1950s by Anísio Teixeira and has been in the educational policy arena since 2001 with the approval of the National Education Plan. Many of the experiences discussed in this work point to various problems with the operation of full-time public institutions, including the loss of the school's identity, the silence of teachers, as the institution becomes closed to liaison with the family and community, and the dualism that exists between learning and welfare. In this book we problematise the school from three perspectives: the public school from a documentary analysis, from the observed reality and from the perspectives of parents and teachers with a view to provoking reflections on improving this public policy.