This article represents the key results of a preliminary review of dissertations and theses written from 2006 to 2009, focusing on the nine-year Elementary Education. To locate the dissertations and theses, the CAPES Database was consulted, using the search phrase ensino fundamental de nove anos (Nine-Year Elementary Education). The material was explored using content analysis, which led to the identifi cation of a group of core themes that serve as conductors for the analysis presented here. The various issues covered by the works investigated include a lack of research that signals successful practices in the implementation of the nine-year Elementary Education, which could serve as a reference and/or starting point for the proposals that will contribute to improving Elementary Education.