A infância na educação infantil e no primeiro ano do ensino fundamental: um estudo de caso na Escola Amarela

Abstract

With this research, we had the intention of knowing and analyzing what preschool and first year children say about the transition from early childhood education to elementary education. We take as a base a conception of childhood and child: the first, as a primordial phase for human development and the second, as a historical and social being, capable of producing and creating culture. In our view, these conceptions go beyond the idea of an incomplete child or who will still be someone. Like Kramer (2006), Corsaro (2011), Fazolo (2014) and Sarmento (2003), among others, we understand that the child is already someone, constituted by himself and by the world around him. Open to various children's languages, we seek to understand how children express themselves and in what ways childhood is present at school. We ask: what is the child like in preschool and in the first year of elementary school? What does it have to say about moving from one stage to another? What is the child's look for that moment? By centralizing research in children, we intend to remove the perspective of childhood as an absence phase, which does not contribute to human social formation. Subjects of this research, the children say, say a lot: be it by words, by gestures, by graphic representations and many other forms of meaning and expression. We observed ruptures and continuities between early childhood education and elementary education and not necessarily a transition process. If, on the one hand, the absence of dialogue between professionals working in early childhood education and elementary education demonstrates that the construction of a transition between one stage and another does not seem to be a relevant issue for them; on the other hand, we realize that children talk about these two moments and establish relationships between them constantly. We observe that they are trying to propose negotiations that seek to reduce the character of rupture, although they also accept that they are different processes. Thus, we point out that list ening and valuing children's expressions can help the school – of Early Childhood Education and Elementary Education – to build a more transitional process, more in dialogue between one stage and another. In other words, we do believe that it is possible to build a transition between the stages; it is possible to contribute to children's engagement processes in primary education in a more welcoming way. For this, we call attention to the need for society (and the school, in particular) to value children's culture, providing opportunities and promoting the validation of forms of children's expression. The product of this dissertation is an audiovisual that highlights these aspects and places children at the center of this debate.