Official documents, academic research and pedagogical practices for building the transition between Early Childhood Education and Elementary School
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Ensino em Revista |
Texto Completo: | https://seer.ufu.br/index.php/emrevista/article/view/60973 |
Resumo: | The purpose of this article is to analyze the children's transition process from the Early Childhood Education to the Elementary Education in Brazil, based on official documents that provide the educational system with guidelines to their pedagogical work and scientific investigation about the subject. In order to do so, a documental research (analyzing 8 documents produced in the federal sphere and used as reference by the educational system) and bibliographic research (analyzing 23 scientific papers, encompassing articles, dissertations, and theses) were carried out. As results, we highlight that in the field of the legal and academic-scientific discourses, the procedures are considered important so the transition can provide favorable conditions to the children's development; in the field of the pedagogical practices, it is not well concretized. We conjecture as possible root cause of such heterogeneity the way the discourses are built, as they are marked by the scarce interlocution between the different fields. We observe a crystallization of the issues because the analysis of the contributions in both discourses show little transformation as to what is said and what is done. Based on the cultural-historical theory, we see the relevance of the efforts to transform the described landscape, both in terms of the official discourse and of future research, thus highlighting that the concrete conditions to organize and articulate both educational segments can be more or less impactful and fruitful to the children's development. |
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Official documents, academic research and pedagogical practices for building the transition between Early Childhood Education and Elementary SchoolDocumentos oficiales, investigación académica y prácticas Pedagógicas para la construcción de la transición entre Educación Infantil y Enseñanza PrimariaDocumentos oficiais, pesquisas acadêmicas e práticas pedagógicas na construção da transição entre Educação Infantil e Ensino FundamentalInfânciaEducação InfantilEnsino Fundamental. TransiçãoChildhoodEarly Childhood EducationElementary School. TransitionNiñezEducación InfantilEnseñanza PrimariaTransiciónThe purpose of this article is to analyze the children's transition process from the Early Childhood Education to the Elementary Education in Brazil, based on official documents that provide the educational system with guidelines to their pedagogical work and scientific investigation about the subject. In order to do so, a documental research (analyzing 8 documents produced in the federal sphere and used as reference by the educational system) and bibliographic research (analyzing 23 scientific papers, encompassing articles, dissertations, and theses) were carried out. As results, we highlight that in the field of the legal and academic-scientific discourses, the procedures are considered important so the transition can provide favorable conditions to the children's development; in the field of the pedagogical practices, it is not well concretized. We conjecture as possible root cause of such heterogeneity the way the discourses are built, as they are marked by the scarce interlocution between the different fields. We observe a crystallization of the issues because the analysis of the contributions in both discourses show little transformation as to what is said and what is done. Based on the cultural-historical theory, we see the relevance of the efforts to transform the described landscape, both in terms of the official discourse and of future research, thus highlighting that the concrete conditions to organize and articulate both educational segments can be more or less impactful and fruitful to the children's development.El objetivo de este artículo es analizar el proceso de transición de niños de la Educación Preescolar a la Educación Primaria, a partir de documentos oficiales que provienen a los sistemas de enseñanza las directrices al trabajo pedagógico y de investigaciones científicas sobre el tema. Para tal, realizamos investigación documental (analizando 8 documentos producidos en la esfera federal como referenciales para las redes educacionales) e investigación bibliográfica (analizando 23 trabajos científicos, entre artículos, monografías y tesis). Como resultado, destacamos que en el campo del discurso (legal y académico científico) se reconoce la importancia de procedimientos para que la transición promueva condiciones favorables al desarrollo infantil; sin embargo, en el campo de las prácticas pedagógicas poco se concretiza. Conjeturamos como posible fuente de esta heterogeneidad el modo de construcción de los discursos, marcados por poca interlocución entre los distintos campos. Observamos la cristalización de los problemas, una vez que los análisis de las contribuciones de los dos discursos evidencian pocas transformaciones acerca de lo que se dice y lo que se hace. Basándonos en la Teoría Histórico Cultural, apuntamos la relevancia de esfuerzos para transformaciones en el panorama descrito, en términos del discurso oficial, así como en las investigaciones futuras, realzando que las condiciones concretas de organización y articulación de los dos segmentos educacionales pueden ser más o menos movilizadoras y fértiles para el desarrollo infantil.O objetivo deste artigo é analisar o processo de transição de crianças da Educação Infantil (EI) para o Ensino Fundamental (EF), a partir de documentos oficiais que provêem os sistemas de ensino com diretrizes ao trabalho pedagógico e de investigações científicas sobre o tema. Para tal, realizamos pesquisa documental (analisando 8 documentos produzidos na esfera federal como referenciais para as redes educacionais) e pesquisa bibliográfica (analisando 23 trabalhos científicos, entre artigos, dissertações e teses). Como resultados destacamos que no campo do discurso (legal e acadêmico-científico) reconhece-se a importância de procedimentos para que a transição promova condições favoráveis ao desenvolvimento infantil; entretanto, no campo das práticas pedagógicas pouco é concretizado. Conjecturamos como possível fonte desta heterogeneidade o modo de construção dos discursos, marcados por pouca interlocução entre os distintos campos. Destacamos a cristalização dos problemas, já que as análises dos aportes dos dois discursos evidenciam poucas transformações quanto ao que se diz e ao que se faz. Fundamentando-nos na Teoria Histórico-cultural apontamos a relevância de esforços para transformações no panorama descrito, tanto em termos do discurso oficial quanto em termos de futuras pesquisas, realçando que as condições concretas de organização e articulação dos dois segmentos educacionais podem ser mais ou menos mobilizadoras e férteis para o desenvolvimento infantil.Universidade Federal de Uberlândia2021-05-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://seer.ufu.br/index.php/emrevista/article/view/6097310.14393/ER-v28a2021-35Ensino em Re-Vista; Vol. 28 (2021): Publicação Contínua; e035Ensino em Re-Vista; Vol. 28 (2021): Publicação Contínua; e035Ensino em Re-Vista; v. 28 (2021): Publicação Contínua; e0351983-17300104-3757reponame:Ensino em Revistainstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporenghttps://seer.ufu.br/index.php/emrevista/article/view/60973/31641https://seer.ufu.br/index.php/emrevista/article/view/60973/31642Copyright (c) 2021 Luciana dos Santos Gonçalves , Maria Silvia Pinto de Moura Librandi da Rochainfo:eu-repo/semantics/openAccessGonçalves , Luciana dos Santos Rocha, Maria Silvia Pinto de Moura Librandi da 2021-10-22T00:18:06Zoai:ojs.www.seer.ufu.br:article/60973Revistahttps://seer.ufu.br/index.php/emrevistaPUBhttps://seer.ufu.br/index.php/emrevista/oai||ensinoemrevista@gmail.com1983-17300104-3757opendoar:2021-10-22T00:18:06Ensino em Revista - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Official documents, academic research and pedagogical practices for building the transition between Early Childhood Education and Elementary School Documentos oficiales, investigación académica y prácticas Pedagógicas para la construcción de la transición entre Educación Infantil y Enseñanza Primaria Documentos oficiais, pesquisas acadêmicas e práticas pedagógicas na construção da transição entre Educação Infantil e Ensino Fundamental |
title |
Official documents, academic research and pedagogical practices for building the transition between Early Childhood Education and Elementary School |
spellingShingle |
Official documents, academic research and pedagogical practices for building the transition between Early Childhood Education and Elementary School Gonçalves , Luciana dos Santos Infância Educação Infantil Ensino Fundamental. Transição Childhood Early Childhood Education Elementary School. Transition Niñez Educación Infantil Enseñanza Primaria Transición |
title_short |
Official documents, academic research and pedagogical practices for building the transition between Early Childhood Education and Elementary School |
title_full |
Official documents, academic research and pedagogical practices for building the transition between Early Childhood Education and Elementary School |
title_fullStr |
Official documents, academic research and pedagogical practices for building the transition between Early Childhood Education and Elementary School |
title_full_unstemmed |
Official documents, academic research and pedagogical practices for building the transition between Early Childhood Education and Elementary School |
title_sort |
Official documents, academic research and pedagogical practices for building the transition between Early Childhood Education and Elementary School |
author |
Gonçalves , Luciana dos Santos |
author_facet |
Gonçalves , Luciana dos Santos Rocha, Maria Silvia Pinto de Moura Librandi da |
author_role |
author |
author2 |
Rocha, Maria Silvia Pinto de Moura Librandi da |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Gonçalves , Luciana dos Santos Rocha, Maria Silvia Pinto de Moura Librandi da |
dc.subject.por.fl_str_mv |
Infância Educação Infantil Ensino Fundamental. Transição Childhood Early Childhood Education Elementary School. Transition Niñez Educación Infantil Enseñanza Primaria Transición |
topic |
Infância Educação Infantil Ensino Fundamental. Transição Childhood Early Childhood Education Elementary School. Transition Niñez Educación Infantil Enseñanza Primaria Transición |
description |
The purpose of this article is to analyze the children's transition process from the Early Childhood Education to the Elementary Education in Brazil, based on official documents that provide the educational system with guidelines to their pedagogical work and scientific investigation about the subject. In order to do so, a documental research (analyzing 8 documents produced in the federal sphere and used as reference by the educational system) and bibliographic research (analyzing 23 scientific papers, encompassing articles, dissertations, and theses) were carried out. As results, we highlight that in the field of the legal and academic-scientific discourses, the procedures are considered important so the transition can provide favorable conditions to the children's development; in the field of the pedagogical practices, it is not well concretized. We conjecture as possible root cause of such heterogeneity the way the discourses are built, as they are marked by the scarce interlocution between the different fields. We observe a crystallization of the issues because the analysis of the contributions in both discourses show little transformation as to what is said and what is done. Based on the cultural-historical theory, we see the relevance of the efforts to transform the described landscape, both in terms of the official discourse and of future research, thus highlighting that the concrete conditions to organize and articulate both educational segments can be more or less impactful and fruitful to the children's development. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-05-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufu.br/index.php/emrevista/article/view/60973 10.14393/ER-v28a2021-35 |
url |
https://seer.ufu.br/index.php/emrevista/article/view/60973 |
identifier_str_mv |
10.14393/ER-v28a2021-35 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/emrevista/article/view/60973/31641 https://seer.ufu.br/index.php/emrevista/article/view/60973/31642 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Luciana dos Santos Gonçalves , Maria Silvia Pinto de Moura Librandi da Rocha info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Luciana dos Santos Gonçalves , Maria Silvia Pinto de Moura Librandi da Rocha |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
dc.source.none.fl_str_mv |
Ensino em Re-Vista; Vol. 28 (2021): Publicação Contínua; e035 Ensino em Re-Vista; Vol. 28 (2021): Publicação Contínua; e035 Ensino em Re-Vista; v. 28 (2021): Publicação Contínua; e035 1983-1730 0104-3757 reponame:Ensino em Revista instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Ensino em Revista |
collection |
Ensino em Revista |
repository.name.fl_str_mv |
Ensino em Revista - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
||ensinoemrevista@gmail.com |
_version_ |
1799944223331450880 |