NINE YEAR-ELEMENTARY EDUCATION: AN ANALYSIS OF THE CONTRIBUTIONS OF DISSERTATIONS AND THESES PRESENTED IN THE PERIOD 2006-2010

Authors

  • Gabriela Medeiros Nogueira Professora assistente do Instituto de Educação da Universidade Federal do Rio Grande e aluna do doutorado do Programa de Pós-graduação em Educação da Faculdade de Educação da Universidade Federal de Pelotas.
  • Eliane Teresinha Peres Universidade Federal de Pelotas

Keywords:

Elementary Education. Nine-year Elementary Education. Academic Production.

Abstract

This article presents the key results of a study involving the analysis of thirty-six Master’s Degree dissertations and fi ve Doctorate theses defended as part of the Postgraduate courses in Education, from 2006 to 2010, focusing on the subject of the nine-year Elementary Education. The aim is to investigate the academic production on this theme of research, and its main contributions to the fi eld of Education. The results of this investigation indicate that the academic production on the nine-year Elementary Education focuses on different aspects. Thus, fourteen different approaches were identifi ed, including the introduction of the nine-year Elementary Education policy; meanings attributed to the new system by teachers in Elementary Education; literacy and the ability to read and write; and childhood and the relations between Pre-school Education and Elementary Education.

Author Biographies

Gabriela Medeiros Nogueira, Professora assistente do Instituto de Educação da Universidade Federal do Rio Grande e aluna do doutorado do Programa de Pós-graduação em Educação da Faculdade de Educação da Universidade Federal de Pelotas.

Professora Do Instituto de Educação da FURG

Eliane Teresinha Peres, Universidade Federal de Pelotas

Professora Associada da Faculdade de Educação da Universidade Federal de Pelotas, atuando no Curso de Pedagogia e no Programa de Pós-graduação em Educação. Doutora em Educação pala UFMG.

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Published

2011-07-14

Issue

Vol. 11 No. 2 (2011)

Section

Articles

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