A Transição da criança da educação infantil para o primeiro ano do ensino fundamental: desafios e perspectivas

Abstract

The present study aims to analyze the child's transition from kindergarten to the first year of elementary school. As of go analysis, search to conceptualize the historical aspects of early childhood education; to present teachers' perspectives about the transition; and to analyze, based on observation, in stages II, the students’ daily life when starting elementary school and the school environment. This paper is divided into: introduction followed by chapter I, which will address the theoretical aspects in which the trajectories of Early Childhood Education and Elementary School in Brazil and in the world are highlighted. Chapter II will emphasize the research methodology. Chapter III discusses the analysis and discussion of the research results. Finally, we will conclude with the final considerations about the research. The research was carried in one municipal school of City Manaus. To develop this work, a field research of character qualitative, was elaborated, where a structured interview was carried out and an analysis was made based on the observation at the place of study. In this plot, the study carried out with teachers, it was noticed that the school institution seeks to clarify the transition process from early childhood education to the first year of elementary school. We understand that early childhood education requires taking into account the uniqueness of children, making use of playful activities including games, play, creativity, etc. All these activities should cooperate in their own way to promote children's development and literacy, which is fundamental in the transition from the last year of kindergarten to the first year of elementary school