O processo de transição da educação infantil para os anos iniciais do ensino fundamental: desafios e possibilidades

Abstract

It is a basic scientific exercise that is configured as final course assignment, which aimed to discuss the transition from childhood education to the early years of elementary school, after the implementation of Law 12.274/2006, that enabled inserting / registration of children of six (06) years in the literacy class. The objectives of this work are to produce an analytical framework on national productions aware of what refers to the transition between childhood education and early years of elementary school and seek contributions in the investigated themes that emerge, in view of the teaching exercise and the educational "care" needed for this process and the formative movement under review. Methodologically it is a study of the "state of the art" / "state of knowledge" backed by Ferreira (2002), which emphasizes that it is a possibility that has contributed to provide flux of knowledge and exchange between researchers and institutions, in order to optimize the research and contributions in its various aspects. As a result of this exercise, with predetermined descriptors, were located three theses and six articles, all aware of what called attention to the transition from childhood education to the early years of elementary school. What is evident is that continuity, regularity, transition without abrupt breaks, mediated by playfulness, keeps kids more concentrated and parents more secure, avoiding unnecessary crises. In this perspective, it follows that the educational network design and / or educational institutions must set ethical / political commitments taking into account the specificities of childhood and pedagogical care needed for the intended result.