“Eu quero ser grande e estudar”: o que pensam as crianças da pré-escola sobre o ingresso no 1º ano do Ensino Fundamental?

Abstract

This Course Conclusion Paper (TCC), proposes a reflection on the theme "The ingress from Early Childhood Education to Elementary Education from a children’s perspective". The theme became relevant from the conclusion of the mandatory stage of Early Childhood Education, held in 2019 with a class of preschool, when the idea of investigating the expectations of children about entering the first year of elementary school arose. Also, during the five years of graduation, the curricular components little or almost nothing specifically referred to the children of 6 (six) years in elementary school, which asked me even more to research the subject. Such study has as research problem: "What expectations and theories do children build about entering the first year of elementary school?". Through this research, we seek to investigate what are the conceptions and theories of children about entering the first year of the elementary school of nine years. To achieve the proposed objective, a qualitative approach, involving bibliographic and documentary research, was used as methodological paths; state of knowledge; field research with children, using interviews and, finally, content analysis based on the hypotheses raised by the children. Thus, this study is divided into five chapters. The first presents the methodology used to develop the research. The second chapter theorizes about nine-year elementary education in Brazil, its historical course, laws, norms and also makes some criticisms of this reorganization. In the third chapter, we sought to understand the insertion process of six-year-old children in the first year of 9 (nine) year old elementary school, bringing conceptions and challenges to teaching. The fourth chapter conceptualizes children and childhood (s), highlighting the forms and languages of learning, mainly play and drawing. And finally, the fifth chapter, presents the reflections on the conceptions of thirteen children of five and six years of age, on their income in the first year of Elementary School. After reflecting on the hypotheses of the children, it can be said that there is a diversity of opinions on the theme, and it is possible to perceive that some ideas already formed by the children have great social and cultural influence and turn to traditional teaching methods. Still, there is a need to deconstruct the idea of rupture, of the discontinuity that exists between Early Childhood Education and Elementary Education, as children remain children until they are 12 years old, which requires taking into account their outstanding rights in the documents that govern 9 (nine) years of elementary education. Through the readings carried out on the theme, it is concluded that caring and educating must be present in both stages, being one of the guiding principles for the teaching and learning process.