Abstract
In this article the view of teachers about living in result of the implementation of 9 school years in Elementary Education is discussed. This is a qualitative study, on the perspective of Historical-Cultural Psychology. Individual interviews were made with six teachers from the first year of the 9 years Elementary Education, from the municipal chain of Curitiba. The interviews analysis was based on the Cores of Meaning methodology proposed by Aguiar (2000, 2006) and by Aguiar and Ozella (2006). The debate focuses the core "I'm a school teacher" constituted in order to understand the teachers' views articulated to the issue "Feelings, problems and solving", which reveal through their own singularities the way those teachers feel and face the reality since the implementation of the 11.274/06 Law. The reports indicate a great distance between the experience they had and their hopes about the necessary conditions to effect appropriate educational practices. In that process of implementing the enlargement of school years in Elementary Education policies, the fact that the beliefs and thoughts of teachers bring consequences to introduce policies in general was not noticed (Mainardes, 2006; Santos & Vieira, 2006; Gomes, 2005; Sampaio & Marin, 2004; Barreto & Mitrulis, 1999), which is not different for that specific law.
Keywords:
9 years Elementary Education; teachers; Cores of Meaning; senses; policy implementation