Basic Education at Fundação Bradesco schools is a 12-year course (following the terms of Law 11,274 of February 2006, that increased the Elementary Education to nine years), and includes the education modalities described below.

The first years (1st. to 5th.) constitute the first cycle of the Elementary Education.  The child, upon coming to school, brings the knowledge acquired in the family and social environment, and this knowledge is developed and increased by the teacher, that will act as the intermediary in the relationship between the student and the knowledge.

This intermediation becomes possible by the use of classrooms, stimulating spaces that favor the knowledge building up, and by the development of projects. The students are challenged to create hypothesis, to search for answers and to use different resources, such as books, playing activities, computers and other media.

The children, upon acquiring the knowledge of the written language, are able, in a more independent way, to find new possibilities to understand the world.

The studied curricular components – Portuguese Language, Mathematics, Sciences, History, Geography, Recreation, Nature and Society, Art and Physical Education – are covered by methodologies that favor the interdisciplinary point of view and give the teachers the possibility to consider and to increase the students' knowledge, allowing them to attribute different meaning to the work that surrounds them.

In the first cycle, the students receive didactic material prepared by the Basic Education Department, based upon theoretical postulations that take into consideration the knowledge acquired before, the dialectic view of the teaching and learning process and the build up of moral and intellectual autonomy.

The respect to differences and to solidary attitudes serve as basis to the relationship between teachers and students, students and students and other professionals of the school, in order to form the citizenship idea that will guide social relationship both within and without the school.

Upon continuing with their studies in the second cycle, the students develop projects such as science fairs, cultural shows and exhibits, and participate in environment studies and conferences, among other activities, that connect the students to reality with interventions in the environment where the Schools are inserted, considering always the regional particularities.

To manage the different educational areas at the school in a pedagogic manner, is the main point of the institutional proposal in this segment.