Transição da educação infantil para o ensino fundamental

desafios e possibilidades das práticas docentes

Abstract

The transition from early childhood education to elementary school is a decisive moment in children's school trajectory, potentially representing both continuity and rupture in their learning and development processes. This study aims to understand how pedagogical mediation is configured in the transition process between early childhood education and elementary school, from the teachers' perspective. Specific objectives included: analyzing teachers' perceptions and experiences regarding the challenges and potential of this process; and identifying strategies used to promote a more welcoming and coherent adaptation to the specificities of childhood. The research is qualitative, descriptive-interpretative in nature, and was conducted in two schools within the municipal network of Codó, Maranhão. Two teachers participated in the study: one working in Pre-K II of early childhood education and the other in the 1st year of elementary school. Data collection was carried out using instruments that allowed for an understanding of the conceptions and pedagogical practices developed in the context of the transition. According to Zanella (2023), child development does not end in early childhood education, but continues into elementary school, which reinforces the need for articulation between the stages. The results show that, although there is recognition of the importance of a planned and welcoming transition, challenges persist related to curricular organization, learning expectations, and children's adaptation to the new school routine. It is concluded that pedagogical mediation plays a central role in ensuring a transition that respects learning rights and promotes continuity in the formative path.