| Summary: | This article aims to analyze the characteristics of the educational policy in two countries: Germany and France, particularly regarding the full-time school. The documentary and bibliographical research focused on information from the OECD on educational policy in the countries participating in PISA, as well as those provided by the European Community. Time, as an analytical category, is understood sociologically as a social construction, inscribed in the advent of the capitalism, responsible for determine rhythms and processes, including the private life sphere. As results, it was found that France maintains a solid tradition in full-time schools, where students remain in basic education linked to the curriculum and to the deepening of learning a second language. Germany, on the other hand, adheres gradually to such policy, in response to the negative results presented in PISA in 2000; However, privileges the second shift to reinforcement and recovery classes, and not as a form of curricular complementation.
Keywords: Full-time School. Temporal Rules. Educational Policies. Time and Education.
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