Espaços, tempos e materiais: o que muda na transição entre a educação infantil e os anos iniciais do ensino fundamental?

Abstract

This study is a qualitative research and focuses on the research theme of the concept of Transition between Early Childhood Education and the first year of Elementary School of a group of teachers. Among them, teachers who work in Early Childhood Education and in the first year of Elementary School, from five municipal, state, and private schools in the city of Erechim. In this sense, the document of the Common National Curriculum Base (BNCC), constituted in 2017, indicates that the Transition from Early Childhood Education to Elementary School should be understood as a change that allows the continuity of learning processes and considers the child and their subjectivities, in the perspective that this transition process occurs in a quiet and balanced way, with strategies to welcome and value the child's trajectory throughout their school life. Semi-structured interviews in the online modality were used as methodological resources for the production of data as a result of the pandemic context in which we live. Based on data production, we used content analysis as a method (BARDIN, 2016), giving rise to three categories: conceptions about the theme, the daily practices of teachers, and changes in spaces, times, and materials that occurred in this Transition. The theoretical framework was the research of Sarmento (2011), Martins Filho and Prado (2011), Barbosa (2012), Motta (2013), Kishimoto and Oliveira-Formosinho (2013), Garcia, Pagano and Junqueira Filho (2017), Barboza (2017), Azevedo (2020) and Pitluk (2020). The results of the study show that, despite being a much studied and discussed topic, there are still many advances to be made on the transition between Early Childhood Education and the first year of elementary school, as the schooling of children in elementary school is still strongly present. Early Childhood Education and anticipation of the contents of Elementary School, as well as the discontinuity in the learning processes of children entering the first year of Elementary School. As a final product of the research, an articulating notebook suggests some strategies for management and teachers with pedagogical practices of continuity with children in the transition between Early Childhood Education and the first year of Elementary School. In this transition, it is a fundamental role of the educator to review his role as transmitter and give place to practices that together with children can reflect together and co-create situations of respect for childhood. Playing is central to Early Childhood Education, but it is a gap to be reviewed among the continuities of the educational processes of children in the transition to elementary school.