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This study transits among the frontiers between curricular politics and the curriculum of the Instituto Federal de Educacao, Ciencia e Tecnologia de Minas Gerais (IFMG - Minas Gerais’ Federal Institute for Education, Science and Technology), questioning the connections between mid-level professional education and full-time education. The selection and organization of curricular knowledge must be based on the students’ right to thorough education. However, reductionist and commodified images of the curriculum hang over professional technological education, threatening this same right. With this context in mind, this study analysed IFMG’s integrated high school curriculum and its connections to full-time education, in order to contribute to the development of proposals for curriculums that consider the youths’ specificities and establish a dialogue with several moments of life, and that question the purposes of extended school time. The methodology of this research included the analysis of the descriptive data regarding the curricular text conveyed by the institutional regulations and by the Pedagogical Course Projects (PCP) of 4 of the IFMG’s campuses. The results suggest that the Federal Institutes show in their regulations some interesting contributions for full-time education; however, the codes found in their PCPs contain signs of productivism, and denote shortnesses that invisibilize the multiple dimensions of the human formation and pedagogical conceptions that are the foundation to such projects.

A EDUCAÇÃO EM TEMPO INTEGRAL NO CURRÍCULO DO ENSINO MÉDIO INTEGRADO DO IFMG