Resumo

ALEXANDROFF, Marlene Coelho. Nine years of fundamental teaching: advances and contradictions. Constr. psicopedag. [online]. 2009, vol.17, n.15, pp.131-143. ISSN 1415-6954.

Given the difficulty many children face to become literate in the first years of elementary school and many others who can’t access the school in early childhood education, the MEC and the CNE have proposed to increase compulsory education from eight to nine years, expanding the possibilities for learning and inclusion Brazilian children in this age group. Although the government has published a rich document ("ELEMENTARY SCHOOL NINE YEARS), bringing theoretical and practical discussions, the introduction of higher levels of education has been very misunderstood. Instead of including a child of six years and treat it as such, subject to their level of development, schools, especially private ones, are transferring children of early childhood education, three, four and five years-type activities and exercises that are not suitable for children of seven years. For example: There are schools that are requiring that children of five years to learn to read and write, including cursive, using outdated materials because they will move on for the first year of elementary school… This work, in a way, will damage the child's development and can create learning difficulties and adjustment problems into the school. Thus, the article discusses the need for a change in work focused on articulating the literacy in a socio-historical approach, and indicates the need for changes to the current curriculum in teacher training and evaluation system. It also points to the need for a broad debate among education professionals, including therein, the educational psychologists.

Palavras-chave : Literacy; Alphabetization; Elementary school; Learning disabilities.

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