The work deals with the implementation and imbrication of the educational policies of full-time education and Rural Education. The research of bibliographical nature, dialogues with different authors of the field of study discussed as: Cavaliere (2010), Lecler and Moll (2012) and normative documents such as the Pedagogical Notebooks of the Education in the Field Series (2009), Operational Manual of Integral Education (2014), Resolution CNE/CEB 01, of April 3, 2002. Considering the policy impact, appear, it is understood that the wording in their conceptual and pedagogical aspects, converge, and so, the adequacy of policy proposals full-time education for schools in the field are supported by coexistence of different forms and dynamics of life in the country and that the educational process must leave these specificities. The More rural education implemented in schools, has become a challenge for the full-time education policy, because it assumes a pedagogical differentiated organization reflected in practices aligned to new forms of interface design space-time, connecting the activities between shifts, and curriculum.
