This paper presents a reflection on the process consolidating the nine years long elementary school in the public schooling system of the Distrito Federal. It specifically focuses on the integration of six-year-old children at this education level and on the teaching performance observed in the research context. It includes a classroom micro-ethnographic study, immersion in the school daily life of first graders and interviews with their teachers. It was conducted in two different public schools of the Distrito Federal. It presents the results obtained from the analysis and discussion of documents issued by the Ministério da Educação with a special focus on the teachers' perception of the intricacies constituting the expansion of elementary school in the Distrito Federal.
Public policy implementation; Nine years long basic education; Integration of six-year-old children; Teachers' training activities