Transição da educação infantil para o ensino fundamental: um olhar sobre as práticas pedagógicas, avaliação e subsídios na alfabetização e no letramento

Abstract

This thesis focuses on the transition from Early Childhood Education to Elementary School, specifically on pre-literacy and literacy practices for children in Kindergarten V and the 1st grade. Situated within the educational context of the municipality of Fortaleza, the study arises from concerns stemming from the researcher's experiences as a teacher trainer and pedagogical coordinator in Early Childhood Education, as well as her work in programs such as PAIC, Palavra de Criança, and PNAIC. The overall objective of this project is to analyze and propose pedagogical strategies that improve the transition from Early Childhood Education to Elementary School, focusing on pre-literacy and literacy. To this end, specific objectives were established, including: (1) analyzing the guidelines and public policies that guide the transition from Early Childhood Education to Elementary School by the Municipal Secretariat of Fortaleza regarding the Transition; (2) identifying challenges and training needs of teachers and coordinators in this transition process in the teaching and learning assessment process; (3) To develop a pedagogical pathway to assist and guide teachers in teaching and assessing children's learning during the transition from early childhood education to elementary school in the municipality of Fortaleza. The methodology is qualitative in nature, using content analysis according to Bardin, and involves the application of questionnaires, interviews with teachers and coordinators, as well as collecting information from observations that will be recorded in field diaries. The research locus is two public schools and has as subjects 3 pedagogical coordinators, 1 from one public school and 2 from another school. As well as 4 teachers, one teacher from each class observed in each school, i.e., 2 teachers from Kindergarten V and 2 teachers from the 1st year of elementary school. The study is based on a broad literature review that addresses everything from the historical evolution of childhood to Brazilian public policies aimed at literacy, articulating theoretical and practical aspects of the transition between educational stages. The results show that the transition between stages, although recognized as important by teachers and coordinators, is still fragile, irregular, and dependent on individual initiatives, mainly due to the absence of a systematic pre-literacy policy that articulates documents, pedagogical practices, learning monitoring, and teachers' working conditions. As a contribution, the thesis proposes a pedagogical path organized into action axes, aiming to support teachers and coordinators in building a more planned, continuous, and pedagogically consistent transition, favoring a more equitable entry of children into the literacy cycle.