Transição da educação infantil para os anos iniciais do ensino fundamental: uma leitura das significações das crianças a partir da teoria histórico-cultural do desenvolvimento humano

Abstract

The transitions from the early childhood education to for the early years of elementary school has been, in recent times, a recurring theme under different aspects. Related studies, in a general way, have focused more on aspects which, although important, translate the vision of the adult about this moment. Our interest, however, pursues the reverse vector. Based on the belief that the child is a historical individual, that is constituted in the web of the social and cultural relations in which it is immersed and it is, therefore, also na actor of this process in which it takes palce, it was sought, in the voice of the children, their meanings about the moment of transition between the completed expirience in early childhood education and the access to the early years of elementary school. Accordingly, having as theoretical and methodological basis the historial-cultural theory of human development and, more spedifically, making use of the central concepts of the Activity Theory developed, mainly, by Aleksei N. Leontiev, this work had as central object analyze the meanings constituted by children while the transition from the early childhood education to the early years of elementary school, in the year 2017. As specific objectives: i.) Undrestand how the early childhood education is featured while space-time human development according to the historical-cultural theory; ii.) Identify the differences between the early childhood education and the schooling process which begins in the early years of elementary school; iii.) Know the children’s memories about their experiences in early childhood education; and, iv.) Know what the children think about the transition from the early childhood education to the characteristic schooling of the early years. For that, we managed by the following research issues: a.) how is it characteized the early childhood education while space-time human development according to the historical-cultural theory? b.) in which differ the early childhood education and the schooling process that begins in the early years of elementary school? c.) which memories do the children have about the experiences in early childhood education? and, d.) how do the children think and feel the access into elementary school? Methodologically, it is a qualitative research of historical and dialectical materialist basis, which aims, consequently, the seizure and analysis of the object in movement in relation and in contradiction. In instrumental terms, the contribution is in the participant observation and interview in form of circle conversation, dialoguing with 20 children in the first year, in the morning period at a municipal elementary school in the west of Santa Catarina. Empirically, the meanings that the children constituted showed that there is actually, a main activity either in the early childhood education or in the initial years which produces psycological impact on the child, not necessarily negative or positive, but an indicated impact and an important turning point in the cognitive and emotional-volitive functioning context. Moreover, in our view, there are also evidences of a problem in early childhood education and another at school. Both, presumably, have severe limits when it comes to understanding and organizing the space and educational action with the transition from one to the other by the child. Therein, with the right circunstances, lies, perhaps, the great crises in the transition from the early childhood education to the early years of elementary school.