Background: In 2007, through the institution of the More Education Program, the Brazilian Government resumed Full-Time Schools proposals - FTS extends the day program from four to
seven hours and therefore expand topics to be addressed in schools. In a mapping carried out by the federal government in 2008, it was found that the sport was used by 65% of FTS, in which it must be
lined in an educational perspectives that provides critical and creativity skills within gymnastics, combat sports, martial arts, games, sports and yoga / meditation. In this sense, we were motivated
to analyze the brazilian production of thesis in master and PhD degrees on sports / physical education in relation to FTS.
Methods: Withal, in methods, athwart bibliometric parameters, a descriptive and exploratory research was done in the Bank of Theses of Higher Education Coordination – CAPES, at the
Brazilian Digital Library of Theses and Dissertations – BDTD and in the official pages of post-graduate programs in Education and Physical Education, from 2007 to 2015, using the following keywords:
sport / physical education / workshop; education in full-time programs; More Education Program and full-time school.
Results: We identified four studies that addressed the issues presenting realities of the southeast, north and south of Brazil. Results show homogeneity in relation to the findings,
as follows: a. lack of didacticism and methodological direction of workshops by the funding agencies; b. lack of specific training of monitors-volunteers that works with the sport and, c. lack of
infrastructure to the sports practices. In addition, besides the problems caused by the way the program hire the monitors -volunteers, the lack of knowledge of school management about the full-time
education and sport leads to a reduction of the sports as a moment of recreation unrelated to the educational bias.
Conclusions: We conclude that the sport, although considered essential for human development and widely used to extend the school programs to millions of children in Brazil, needs to
be structured in a way that contributes to building citizenship and social inclusion as idealizes the program. The restructuring of the failures identified is crucial to re-new the relationship
between the sport and full-time schools. Thus, more research should be conducted so that the sport would not be considered as free-time occupation, but vector of integral human formation.