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The subject of this research is the understanding of schoolteachers about the 1 year of Elementary School of 9 years introduction in the Municipal School Network of Curitiba. This study has some targets: knowing and analyzing in which way this schoolteachers evaluate the introduction and implementation of the national policy on the Elementary Learning enlargement in accordance with the federal regulation n. 11.274/06; what knowledge and comprehension they have about the Elementary Learning enlargement program proposed by MEC; which are their view about the requirements to child access and pedagogical work structure related to the first year, characterizing the difficulties and solutions found in the system and institution where they work. The investigation takes as reference the interviews with six teachers from three different schools. It was used as a theoretical-methodological basis, the constitution of Meaning Focuses to build the analysis process. Three meaning focuses were created: school and childhood; compulsory admission one year earlier; me teacher. The research data showed that the implementation realized in the municipal schools of Curitiba disregarded the teachers participation in preview discussions (because they did not exist) and in the decision making, causing some disagreements. It was possible to sense the schoolteachers feelings of anguish and frustration to the changes uncertainty including the modification of the initial children admission date into the first year classes. The research also allowed us to verify that the pedagogic work has been structured as a result of the centralization in the alphabetization. This aspect emphasizes the concern with the difficulty in accepting child culture and languages, including “make-believe plays”. The issues related to the learning institutions physical structure and the organization of the educational time leads to the “big school” culture, being more rigid and restrictive. The offered capacitation in which all schoolteachers are involved, was exclusively guided in the alphabetization process. There are difficulties to establish partnerships in the school context aiming at team work. Those teachers assume individually the responsibility for their work quality. The pedagogue role as a leader in the integration process is posed as a need that can make the discussions start in the school. From de realized discussions, this study intends to contribute to necessary reflections about the introduction and implementation of Elementary Learning of 9 years.

Ensino fundamental de 9 anos: o que dizem os professores do 1º ano