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The aim of this study is to analyse the scenario of early childhood education in a city of Grande Sao Paulo in order to identify the marks of the implantation of the nine-year primary education in institutions which serve children aged 4 to 5 years old. This is a qualitative study which made use of a specific group as a methodological instrument, besides, considering teachers and the municipal junior education managers which were active during the intruduction years of fundation school from the age of 9 and on junior eduction after the changes, preceding the analysis of the Laws and municipal ordinance that rule the education offer in these levels of teaching. This analysis of the data showed that the early childhood education in the city after the implementation of the nine-year primary education has changed significantly the children’s daily life, especially about the significant decrease in the use of games and children’s plays in their routine; as a consequence, there is a scenario marked by activities which focus only in literacy. The pressure for better results at the external evaluations in the primary school guided to daily practices which only takes into account the children preparation for entry into the primary education as the main point to the pedagogical work.

O cenário da educação infantil após a implantação do ensino fundamental de nove anos