NINE-YEAR ELEMENTARY EDUCATION: A DISCURSIVE VIEW ON THE INVISIBILITY AT SCHOOL

Abstract

This text deals with the nineth-grade Elementary Education Policy (EF9A) established by Law 11.274/2006, to discursively analyze it, understand the school as a place of/for the child, and present reflections and theoretical subsidies that contribute to professionals in the literacy cycle/initial years. The hypothesis is that the EF9A policy can be configured as an enabler of a school transformation process. This is qualitative, documentary, and field research with a dialectical approach. The subjects were literacy cycle teachers from four AMUREL/SC municipalities. The analytical theoretical device is the French discourse analysis and education authors who discuss the school and its didactic-pedagogical organization for the initial years The results indicate that Law 11.274/06 and the resulting pedagogical guidelines (2007) have powers to overcome childrens’ invisibility and reconfigure the school if incorporated by the subjects (teachers/pedagogical team) and materialized in praxis.

Keywords:
School; Literacy cycle; Nine-year education; Discourse analysis; Children/childhood