This book is the result of research carried out in Curitiba's Full-Time Education Centers (CEI) between 2014 and 2016. The aim was to identify, map and characterize the methodological experiences of teachers who stood out because they represented a teaching profile opposite to that of the traditional school.

The investigation took place with the professionals who worked with the Educational Practices of the extended hours of these schools, based on the recommendation of the management teams. The analysis showed that there have been advances, innovations and many challenges.

With thirty years of uninterrupted history in the provision of full-time schools, it is clear that Curitiba has a long way to go in terms of the physical structure of the units; overcoming the dichotomy between shifts; the use of 33% of the time; improving student learning; and reducing teacher absenteeism. On the other hand, in terms of progress, there have been improvements in interpersonal relationships, new possibilities for relating knowledge; different material conditions; methodological innovations based on teaching action; improved social protection conditions, among others.

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