global-journal-of-human-social-science Global Journal of Human-Social Science 0975-587X 2249-460X Global Journals Publishing Group Incorporated 61639 The Perception of Teachers, Managers and Pedagogic Coordinators about the Challenge of a New Teaching Constitution for the 1st Year of Nine-Year Elementary Education: An Immersion in the Capes Database between 2007 and 2017 Pedagogical Challenges in 9-Year Elementary School NovickiLurdete Castelan BRAZIL, Universidade Federal de Santa Catarina 15 07 2022 22 G8 29 38

The immersion in the State of the Art of academic production having as research support the database of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) aimed to bring a State of the Art of academic production on the transition of children from Early Childhood Education to Nine-Year Elementary School (EF9A), between the years 2007 to 2017. In this writing, we share the research that dealt with the perceptions of teachers, managers and pedagogical coordinators regarding the constitution of a new teaching for the 1st Year, after the implementation and implementation of EF9A. To this end, three categorical axes were mobilized: pedagogical practices, literacy cycle and continuing education. The incursion showed that the pedagogical practices of the 1st Year reproduce content from the former 1st grade, needing to review the various dimensions that constitute the teaching knowledge as well as the literacy cycle, respecting the new curricular requirements and the specificities of the child who started to access this stage of learning. I teach earlier, at the age of six.

 pedagogical practices. teacher constitution. nine years of primary education. literacy cycle. Full Text

The immersion in the State of the Art of academic production having as research support the database of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES) aimed to bring a State of the Art of academic production on the transition of children from Early Childhood Education to Nine-Year Elementary School (EF9A), between the years 2007 to 2017. In this writing, we share the research that dealt with the perceptions of teachers, managers and pedagogical coordinators regarding the constitution of a new teaching for the 1st Year, after the implementation and implementation of EF9A.