Official documents, academic research and pedagogical practices for building the transition between Early Childhood Education and Elementary School

Detalhes bibliográficos
Autor(a) principal: Gonçalves , Luciana dos Santos
Data de Publicação: 2021
Outros Autores: Rocha, Maria Silvia Pinto de Moura Librandi da
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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spelling 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
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