Da Educação Infantil para o Ensino Fundamental: a chegada da criança de seis anos ao primeiro ano

Abstract

Reflecting on the transition process of children from early childhood education to the first year of elementary school and its adaptation in this new stage is extremely important to rethink the practices that have been adopted by schools and teachers in the first year of elementary school, to ensure a quality education and extra care for the child. In this sense, the present study aims to understand the work carried out by the school in relation to thetransition of children to this new stage of teaching and to know how teachers positionthemselves in relation to this, trying to understand what changes are necessary to receive children in elementary school, the from the implementation of Law 11.114/2005, whichmakes the enrollment of the six-year-old child in Elementary Education compulsory, promoting a dialogue with authors such as Oliveira (2000), Moyles (2006), Vygotsky (2007) and others. Regarding the methodological procedures, we adopted a qualitative approach, using an online questionnaire as an instrument for data collection, aimed at four teachers fromthe municipal education network of Arraias-TO who worked with six-year-old children. This research identified that in this transition process it is necessary to promote more discussions with school professionals and that the family has an important role in monitoring the child,and must work together with teachers in order to make this process more peaceful, so that the child does not feel alone in this journey, but motivated, transforming this transition into a positive moment that can be pleasurable and productive.