A transição da educação infantil para os anos inicias do ensino fundamental e o tempo-espaço do brincar

Abstract

The theme of this work is the transition from Early Childhood Education to the initial years of Elementary School. The interest in research emerged from experiences in the mandatory supervised internship III of the Pedagogy course at the Federal University of Paraíba - UFPB. Thus, this work has the general objective of analyzing, from the perspective of a teacher and a pedagogical manager, from a public institution in the city of João Pessoa, the process of transition from early childhood education to the initial years of elementary school and the place of play in this passage. The specific objectives defined were the following: describe the pedagogical manager's and teacher's conceptions of the transition from early childhood education to the early years; identify the challenges and possibilities of the transition process from Early Childhood Education to Elementary Education (EF – Early Years); characterize the time-space of playfulness and play in the transition process from Early Childhood Education (EI) to the initial years. The theoretical framework was mainly based on the contributions of Cavalcante and Dantas (2022), Ariés (1986), Martinati and Rocha (2015), Barcelos, Santos and Ferreira Neto (2015), Luckesi (2002), in addition to legal norms Early Childhood Education and Elementary Education advisors. The methodology followed a qualitative approach based on field research. As a data collection instrument, observation and semi-structured interviews were chosen. Through studies, it is understood that the transition from one stage to another must occur continuously, taking into account the singularities and the social and cultural context of children. Furthermore, play should be used not only as a resource to teach content, but also as an action that can occur spontaneously and freely, being relevant to child development. However, it is concluded that the interviewees show a lack of knowledge about the meaning of the transition and, furthermore, in the context investigated, playing and playfulness are practically non-existent, due to traditional practices that emphasize the teaching of content focused on literacy, in its mechanistic conception. In this way, it is identified that there is no adequate space and time to carry out the game in the 1st year of Elementary School and it is highlighted that its absence can cause harm to the child's development and learning. With the result of this investigation, it is expected to expand the discussion of this topic and understand the importance of time and space for playing in the transition from one stage to another.