Aspectos relevantes na passagem da Educação Infantil ao Ensino Fundamental

Abstract

It investigates about the transition from Early Childhood Education to the 1st year of Elementary School, from the assumptions of the Historical-Cultural Psychology, through exploratory bibliographic research in the Scielo and BDTD databases, from 2011 to 2020. In this school transition, the pedagogical focus is changed for the learning of reading and writing, essential for the child to appropriate human culture, which contributes to a psychic transformation experienced in the passage from one developmental propelling activity to another, that is, from the play of social roles to the study activity. In this process, the child can express internal conflicts that manifest themselves in behaviors called crisis.  Six studies were analyzed, which allowed us to list the following categories for reflection: what the official documents say; the importance of the guide activity; the character of continuity in the schooling process; teacher intentionality in the pedagogical process; initial and continuous teacher training and the child as protagonist and subject with specificities. Finally, we sought to demonstrate the relevance of research for the understanding of this transition period and the aspects that, by enabling more learning for the child who experiences this process, promote their development.