Nine-year elementary teaching: do we have the means to introduce it?

• Autor(a) principal: Gorni, Doralice Aparecida Paranzini
• Data de Publicação: 2007
• Tipo de documento: Artigo
• Título da fonte: Ensaio (Rio de Janeiro. Online)
• Texto Completo: https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/578
• topic: Enseñanza fundamental de 9 años; Politica educativa; Calidad de educacion; Educacion basica; Elementary teaching; Educational policies; Quality of the education; Basic education; Ensino Fundamental de 9 anos; Politicas educacionais; Qualidade da educação; Educação basica

The literature review on the development of the Brazilian education along the 20th century allows us to observe that great part of the alternatives introduced with the objective of solving problems regarding democratization, access and the student's permanence in a school of quality was superseded by policies of economic and financial character which ended up neglecting pedagogic aspects. Based on that, we understood that the current proposition of amplification of the Elementary Teaching from 8 to 9 years, poses a new opportunity for the review of this historical procedure in the sphere of the Brazilian society. Keeping in mind that the period proposed for schools to adapt themselves to such a law is 2010, we carried out a survey in two Regional Teaching Centers, eight Municipal Departments of Education, and twelve schools linked to such institutions, located in different cities and areas of the state of Parana-Brazil, with the objective of investigating how the aforementioned proposal got to the schools, as well as to principals and teachers. Therefore, interviews were carried out at those regional teaching centers and municipal departments of education and also with principals and teachers of the schools at issue. It can be verified that very little is known about the proposal to introduce the 9-year Elementary Teaching and that a lot of doubts and concerns persists around that matter, namely, whether it does not consist of just another political and structural change or an anticipation of the literacy process which could be harmful to children. Thus, the prematurity of introducing such a proposal in a wide and general way is made evident before any condictions in terms of adaptation of schools and teachers themselves are garanteed.