This thesis had as its theme the teacher education on the themes of integral and full-time education and as object the specialization courses in Integral and Integrated Education, offered by Brazilian public universities, through Programa Mais Educação (PME). The aim was the analysis of the curricular knowledge that composed the courses of specialization in integral education and of the senses assumed on the teaching in full-time schools. As objectives, it seeks to: (1) understand the process of curriculum development and development of specializations; (2) to analyze the possible relationships between curricular knowledge and the teaching senses identified and (3) to identify and reflect on the teaching knowledge that may emerge from this relationº Theoretically, the analyzes were constructed from the dialogue with different authors, such as Tardif (2013), Nóvoa (1997), Branco (2012), Cavaliere (2007, 2009), Coelho (2002, 2009), Veloso (2009), Silva (2011), Sacristán (2007, 2017), Schulman (2014), among others, that helped to better understand the phenomena researched. Methodologically, this thesis is based on qualitative research (MINAYO, 2004), in order to better understand the meanings and intentionalities that constituted the courses. From this qualitative orientation, this research carried out a collective case study (ALVEZ-MAZZOTTI, 2006; YIN, 2001; ANDRÉ, 2013), in four specializations developed in the south, southeast and center-west regions. In order to collect the research data, we performed: (1) semi-structured interviews with coordinators; (2) questionnaires with teachers and (3) documentary research. According to the data collected, interviews and questionnaires were analyzed based on content analysis (BARDIN 1977) and pedagogical documents based on documentary analysis (LÜDKE; ANDRÉ, 2012; OLIVEIRA, 2007). Finally, in order to deepen and answer the last questions and objectives of this thesis, the triangulation of data was done (MINAYO et al., 2012; YIN, 2001). Thus, having these different choices and the paths taken from them, this research evidenced as a result the existence of different curricular knowledge and visions of teaching in the courses studied. They were organized into different categories and subcategories; who now presented themselves far from the themes of specializations and now approached these themes, indicating the existence of specific knowledge and teaching to full-time schools. In its conclusion, it shows that if, on the one hand, these courses presented different problems and challenges related to the PME and the structure of the universities and their capacities to meet this demand of the MEC; on the other, they represented interesting and relevant experiences for the analysis of teachers knowledge (SHULMAN, 2014) and the processes of teacher professionalization (NÓVOA, 2016; TARDIF, 2013) developed through teacher training for, with and in full-time schools.