This article presents the key results of a study involving the analysis of thirty-six Master’s Degree dissertations and fi ve Doctorate theses defended as part of the Postgraduate courses in Education, from 2006 to 2010, focusing on the subject of the nine-year Elementary Education. The aim is to investigate the academic production on this theme of research, and its main contributions to the fi eld of Education. The results of this investigation indicate that the academic production on the nine-year Elementary Education focuses on different aspects. Thus, fourteen different approaches were identifi ed, including the introduction of the nine-year Elementary Education policy; meanings attributed to the new system by teachers in Elementary Education; literacy and the ability to read and write; and childhood and the relations between Pre-school Education and Elementary Education.