De repente aluno: a transição da Educação Infantil para o Ensino Fundamental
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Data
2024-11
Autores
Orientador
Vivian , Danise
Banca
Olegário , Fabiane
Bersch , Maria Elisabete
Título do periódico
ISSN
Título do Volume
Editor
Resumo
Com a implementação da Lei nº 11.274, de 6 de fevereiro de 2006, que alterou a redação da Lei nº 9.394, de 20 de dezembro de 1996 (LDB), o Ensino Fundamental foi ampliado para nove anos, tornando obrigatório o ingresso de crianças no Ensino Fundamental aos seis anos de idade. Essa mudança resultou na inserção de crianças cada vez mais pequenas no processo de escolarização. Nesse contexto, este estudo teve como objetivo investigar a transição da Educação Infantil para o Ensino Fundamental, analisando como professoras de ambas as etapas compreendem e lidam com esse processo à luz do que preconiza a Base Nacional Comum Curricular (BNCC). Metodologicamente, a pesquisa utilizou uma abordagem qualitativa, com a realização de três rodas de conversa com duas professoras da rede municipal de ensino de uma cidade do Vale do Taquari, uma representando a etapa da pré-escola da Educação Infantil e, a outra, o primeiro ano do Ensino Fundamental. Os resultados obtidos indicam que, embora haja uma intenção de garantir continuidade pedagógica das ações, conforme propõe a BNCC, a transição apresenta desafios significativos, como a adaptação dos alunos a um ambiente mais disciplinado e voltado para a escolarização. Conclui-se que um planejamento cuidadoso e colaborativo entre as etapas pode facilitar essa transição, respeitando e preservando a infância das crianças.
With the implementation of Law No. 11,274 of February 6, 2006, which changed the wording of Law No. 9,394 of December 20, 1996 (LDB), Elementary Education was extended to nine years, making it mandatory for children to enter Elementary Education at the age of six. This change resulted in the inclusion of increasingly younger children in the schooling process. In this context, this study aimed to investigate the transition from Early Childhood Education to Elementary Education, analyzing how teachers from both stages understand and deal with this process in light of the recommendations of the National Common Curricular Base (BNCC). Methodologically, the research used a qualitative approach, with three conversation circles held with two teachers from the municipal education network of a city in Vale do Taquari, one representing the preschool stage of Early Childhood Education and the other, the first year of Elementary Education. The results obtained indicate that, although there is an intention to ensure pedagogical continuity of the actions, as proposed by the BNCC, the transition presents significant challenges, such as the adaptation of students to a more disciplined environment focused on schooling. It is concluded that careful and collaborative planning between the stages can facilitate this transition, respecting and preserving the children's childhood.
With the implementation of Law No. 11,274 of February 6, 2006, which changed the wording of Law No. 9,394 of December 20, 1996 (LDB), Elementary Education was extended to nine years, making it mandatory for children to enter Elementary Education at the age of six. This change resulted in the inclusion of increasingly younger children in the schooling process. In this context, this study aimed to investigate the transition from Early Childhood Education to Elementary Education, analyzing how teachers from both stages understand and deal with this process in light of the recommendations of the National Common Curricular Base (BNCC). Methodologically, the research used a qualitative approach, with three conversation circles held with two teachers from the municipal education network of a city in Vale do Taquari, one representing the preschool stage of Early Childhood Education and the other, the first year of Elementary Education. The results obtained indicate that, although there is an intention to ensure pedagogical continuity of the actions, as proposed by the BNCC, the transition presents significant challenges, such as the adaptation of students to a more disciplined environment focused on schooling. It is concluded that careful and collaborative planning between the stages can facilitate this transition, respecting and preserving the children's childhood.
Descrição
Palavras-chave
Transição; Educação Infantil; Ensino Fundamental; Base Nacional Comum Curricular; transition; early childhood education; elementary education; National Common Curricular Base
Citação
HERBERT, Fernanda Laísa. DE REPENTE ALUNO: A TRANSIÇÃO DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL. 2024. Monografia (Graduação em Pedagogia) – Universidade do Vale do Taquari - Univates, Lajeado, 11 dez. 2024. Disponível em: http://hdl.handle.net/10737/4809.