Transição da educação infantil para os anos iniciais : ruptura ou continuidade?

Abstract

"Transition from Early Childhood Education to the Early Years: Disruption or Continuity?". This dissertation aimed to understand the interrelationship between participatory approaches and the transition process from Early Childhood Education to Elementary School – Early Years, from a continuity perspective. The theoretical framework was based on the studies of Hoyuelos (2020, 2021, 2023) and his insights into the legacy of Loris Malaguzzi (2017); Tonucci (2019) and his view of the school through the eyes of children; Oliveira-Formosinho (2007); Proença (2018); Ribeiro (2022, 2023) and their studies on participatory approaches; Morin (2003, 2015) and Dewey (2023) with their perspectives on education; Nóvoa (2022, 2023) and his perspective on the school; among other references that support the proposed theme. Thus, this research sought to analyze the pedagogical processes of an institution that bases its educational project on participatory approaches, focusing on the transition process from Early Childhood Education to Elementary School. The qualitative research was conducted in a private school located in Santana de Parnaíba/SP, configured as a case study. To achieve the objective, the following data collection instruments were used: semi-structured interviews, direct observation of the routine of an Early Childhood Education class and a 1st-grade Elementary School class, as well as analysis of school documents, as described by Yin (2005) and Flick (2009). Interviews were conducted with three teachers who directly experience the process, seeking to identify aspects related to participatory approaches and the transition. The collected data were analyzed using Discursive Textual Analysis, as described by Moraes and Galiazzi (2011). Two main categories emerged from the data analysis: 1) The interrelationship between participatory approaches and curricular continuity in the transition from Early Childhood Education to Elementary School. 2) Challenges and possibilities in ensuring continuity between Early Childhood Education and the Early Years. Each category contributes to understanding the curriculum, the role of teaching practices, and the pedagogical choices that promote the transition from a continuity perspective, as well as identifying the challenges faced in this context. Thus, this research can assist teachers in understanding the importance of ensuring children's rights and the coherence of pedagogical actions during the transition process, strengthening educational quality and promoting a more integrated and respectful school journey.