In this paper, we bring the contribution of the New Rhetoric theory to examine discourses about the Programa Mais Educação (More Education Program) proposed by the Brazilian Federal Government as a model of a full-time school for basic education and like a path traced by public policies to achieve goals of quality education. We use the index proposed by Cavaliere to evaluate the full-time school from the increment of its pedagogical practices. We conclude that the program is best suited like a strategy of tutoring students than like an improvement within the school pedagogies and may be impeding the discussions about full-time school and the quality education.
Argumentation; Quality Education; Full-time School