ELEMENTARY EDUCATION OF NINE YEARS: SHARES AND CON (TRADITIONS) EVERYDAY IN SCHOOL

The theme of this paper is the nine years elementary school (EF). This study aimed to investigate how the teaching practices has been represented and developed in the early years of this new EF. The literature review examined studies published in the Bank of Digital Theses and Dissertations from 2006, captured through the following descriptors: Nine years Elementary school and nine years school. We selected 24 studies, which focus on questions about curriculum, school life, educational practices, childhood, leisure activity and literacy. The results indicated that traditional practices still prevail, marked by hierarchical relationship, repetition and memorization, as well as the utmost concern about displacement of literacy and play activities to backup plans, and the unpreparedness of teachers and insecurity. It was concluded that there were no changes and/or were insignificant in the daily school with EF deployed, and dichotomies between the discourse of public documents and pedagogical practices. There is need for continued investment in training education professionals to assist in the educational work that favors interactions, mediations, contextualization and playful activity, considering that the purpose of the EF was not nine years of schooling ahead, but to ensure the expansion of learning opportunities and experiences. Promote resources and invest in continuing education is essential to ensure a quality education.