NINE YEAR-ELEMENTARY EDUCATION: MAPPING AND ANALYSIS OF DISSERTATIONS AND THESES

Authors

  • Dirléia Fanfa Sarmento Centro Universitário La Salle
  • Gilberto Ferreira da Silva Centro Universitário La Salle
  • Evaldo Luis Pauly Centro Universitário La Salle

Keywords:

Nine-Year Elementary Education. Public Policies. Literature Review.

Abstract

This article represents the key results of a preliminary review of dissertations and theses written from 2006 to 2009, focusing on the nine-year Elementary Education. To locate the dissertations and theses, the CAPES Database was consulted, using the search phrase ensino fundamental de nove anos (Nine-Year Elementary Education). The material was explored using content analysis, which led to the identifi cation of a group of core themes that serve as conductors for the analysis presented here. The various issues covered by the works investigated include a lack of research that signals successful practices in the implementation of the nine-year Elementary Education, which could serve as a reference and/or starting point for the proposals that will contribute to improving Elementary Education.

Author Biographies

Dirléia Fanfa Sarmento, Centro Universitário La Salle

Doutora em Educação pela UFRGS. Docente do Mestrado em Educação e Curso de Pedagogia do Centro Universitário La Salle (UNILASALLE). Pesquisadora INEP/CAPES- Programa Observatório da Educação

Gilberto Ferreira da Silva, Centro Universitário La Salle

Doutor em Educação pela UFRGS. Docente do Mestrado em Educação e Curso de Pedagogia do Centro Universitário La Salle (UNILASALLE). Pesquisador do CNPq

Evaldo Luis Pauly, Centro Universitário La Salle

Doutor em Educação pela UFRGS. Docente do Mestrado em Educação e Curso de Pedagogia do Centro Universitário La Salle (UNILASALLE). Pesquisador do CNPq

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Published

2011-07-14

Issue

Vol. 11 No. 2 (2011)

Section

Articles

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