A transição da educação infantil para o ensino fundamental: a infância e seus desafios numa escola municipal de Ituiutaba-MG

Abstract

The present research is a result of the conclusion of a course in Pedagogy of the Pontal Institute of Human Sciences (ICH-PO), Federal University of Uberlândia (UFU). It presents approaches on the transition of children from Early Childhood Education to the first year of Elementary School, bringing as a discussion their relevance in childhood, with the contribution of official documents that refer children in their space / time as a possibility to be children and their development in competencies and skills. It is a study that brings authors who research the child, his childhood and the ludic, like Kramer (1999), Sarmento (2005) and Kishimoto (2011). Based on the analysis of these theoretical references, we sought to: verify the context of Early Childhood Education and Elementary Teaching in the teaching process of children and their childhood and understand how the transition of children in Early Childhood Education takes place, from the Diary field studies carried out in the Supervised Internship of Elementary School. It also sought to answer several questions that arose during the observations and records of the internship, among which the following stand out: Is the school furniture adapted to the children's age range? E Contemplated free play activities in a few moments? In Elementary Education can generate significant loss of childhood? With the objective of understanding the transition from early Childhood Education to Elementary School, contemplating childhood and its challenges. The results of the research point out that since early Childhood Education many changes are still necessary, but it is understood that when this cycle is finished and Fundamental Education begins, and with him, the greatest challenges are initiated .