This article comprehends studies developed in research funded by Observatório da Educação (an agreement CAPES/INEP), that probed the issues whole education and fulltime school day in Middle school. Considering the design these approaches aggregate to Brazilian education, the text reports two experiences that present one of these designs - one of them identifies the whole formation of human being as a component part of the functions of the school, ratifying its centrality in this process. The last section of the article is an essay which discusses similarities and differences between the two schemes of fulltime school day with whole education, and suggests considerations about controversial points that edge this enlarging journey along with whole education, such as discussions associated with space, and organizing time and individuals who operate on it.
Municipal public policies; Whole education; Fulltime School