To learn, the subject needs to mobilize themselves to carry out activities, achieve dreams, achieve desires, goals (Charlot, 2009). Although mobilization is an internal activity, the social and cultural environment in which they live and their unique history and the conditions offered to them can directly impact this activity (Charlot, 2007). Thus, this research aims to understand how the Full-Time High School in the state network of Rio Grande do Norte mobilizes students in their relationship with knowledge. To this end, we used as a theoretical contribution the theory of Relationship with Knowledge proposed by Bernard Charlot (2007, 2009, 2014). We also contextualize the consolidation of Brazilian High School and the Full-Time High School policy in Brazil and in the State of Rio Grande do Norte in the light of Miguel Arroyo (1988, 2015), Anísio Teixeira (1994, 1997) and Ana Maria Cavaliere ( 2002, 2009, 2010). As this is a qualitative research, in order to achieve the objectives, we used as data collection instruments the “knowledge balance”, an instrument proposed by Charlot (2009) and conversation circles with students in the 3rd year of high school at a school full-time in the municipality of Currais Novos/RN. The analysis of the collected data was based on the content analysis developed by Bardin (2004). The analysis categories identified were: Time, Space and material conditions, Intellectual and school learning, Relational, affective learning and linked to personal development and Professional Learning. Based on the students' perceptions about the full-time school policy in relation to how it mobilizes them in relation to knowledge, we conclude that there is a significant discrepancy between their expectations and the reality they experience, highlighting the need for a profound reassessment of pedagogical practices and of the educational policies implemented.