A transição da educação infantil para o ensino fundamental: o isolamento das interações

Abstract

This Course Conclusion Work aimed to understand how the lack of a physical school environment, in times of social isolation, caused by the Covid-19 pandemic, influenced the transition process of children from Early Childhood Education to Elementary School. The specific objectives were: 1º) To understand how school transitions occur; 2º) To observe how social isolation influenced the entry and permanence of these children in elementary school; and 3º) To analyze the children's behaviors in relation to their entry and permanence in PE. Methodologically, this work is based on a qualitative approach. A field research was carried out, in which the data collection instruments were semi-structured interviews with the children and on-site observation in the classroom. To understand the proposed theme, the main theoretical basis were the following authors: Cruz and Fochi (2018), Martinati and Rocha (2015), Motta (2013), Oliveira (1993), Palangana (2015), Carvalho and Ibiapina (2009), Conceição, Siqueira and Zucolotto (2019) and Vigotski (2007). In order to understand transitions in Early Childhood Education, the following official documents on education were consulted: the National Common Curricular Base (BNCC), the National Curricular Guidelines for Early Childhood Education (DCNEI) and the Guidelines for the child's transition process from Early Childhood Education to Elementary School of the Municipal Department of Education (SME). Taking into account the sui generis aspect of the pandemic moment and the suspension of face-to-face activities, documents that emerged in the pandemic were also used to support educational activities. The research focused on a group of 1st grade children, since they stayed at home for almost two years and, due to Social Isolation, did not have the face-to-face transition from EI to EF. We conclude that a good transition process is one that welcomes the child and makes them feel belonging to that place, which makes the mind more apt for learning. In addition, we also emphasize that the loss of this physical space for children has been detrimental to their entry and permanence in elementary school.