Transição educação infantil para o ensino fundamental: entre pontes ou abismos?

Abstract

Education, as one of the main topics of public and social debates, constitutes a necessary field of study, reflection and struggles, so that its quality is guaranteed. Each phase of the Basic Education trajectory has its peculiarities and challenges. From a young age, children go through this path of transformation and development. Thus, this study's general objective is to comparatively analyze the changes in the curricular arrangement proposed for Early Childhood Education and the initial years (1st year) of Elementary School and how this transition impacts pedagogical practices, from the perspective of teachers in the respective stages. The proposed study has a descriptive, exploratory type of research. This is a documentary research, aiming to present and analyze the official documents: BNCC and Municipal Curricular Guidelines and the school's Pedagogical Political Project, the locus of the research. The research is also characterized as a case study, carried out in two classes of a school in the city of João Pessoa – PB, in which routine observations were made and questionnaires were applied to teachers at the respective stages. The theoretical framework is based, above all, on the studies of Ariès (1986), Vigotskii L. S, Romanovich L. A. R. Leontiev, A. N. (2010) to present the concepts of child, childhood and development, subsequently to understand the child's schooling cycle , based on the Education Guidelines and Bases Law and reflecting on the challenges of the transition process through the results of research by Hoffman (2021); Martinati and Rocha (2015) and Medeiros and Biasoli (2020), subsequently observing the construction of the curriculum at each stage and the transition period, using the BNCC and the Municipal Guidelines, presenting at the end an analysis directed to the case study . The results of the study identify that more detailed guidance is needed for this process of change, as well as training that helps mediators in practice, as well as supporting children in the face of this change, without causing harm to their development and learning process.