THE NINE-YEAR ELEMENTARY EDUCATION, SENSES AND MEANINGS: CONTRIBUTIONS OF THE HISTORICAL-CULTURAL THEORY

Abstract

This abstract analyzes the meanings and senses attributed by teachers of the fi nal stage of the Municipal Preschool Centers and teachers of the First Year of Elementary School, in relation to the nine-year Elementary School Education. It uses the premises of Cultural-Historical Psychology. Within this perspective, this work uses the method of Historical and Dialectical Materialism. The analyses were carried out in two categories: meaning and sense. Data were collected through semi-structured interviews. The data analysis indicates a school in which the collective dimension exists only through the political guidelines; there was hardly any discussion process on the implementation of this policy. The exclusion of the teachers from the discussion process acts as a factor for maintaining the reproduction of historically built meanings, and therefore does not allow for an aligning of social meanings and the personal senses. It also prevents the teachers from constructing new meanings and senses for their work.