Childhood Education to the first year of Elementary School: reflections on the school transition process

Abstract

This article is a documental and theoretical revision which stems from research which stems from research in Masters in Education, conducted from 2019 to 2021, in the city of Manaus, whose focus was the transition between the Kindergarten Education and the first year of Elementary School. Considering that Federal Laws n° 11.114/2005 and Law n° 11.274/2006 extended the duration of Elementary Education to 9 years in Brazil and, therefore, they made it mandatory for children aged six to enter the first year of this stage of Basic Education, it is necessary to reflect on the organization of pedagogical practices that favor a respectful and coherent transition process with the specificities of the development and learning of young children. Although the legal documents stablish that this transition should not happen abruptly, the research data presented in the manuscript show thar this issue still deserves to be better discussed and equated. We weave our arguments and considerations based on the Historical-Cultural contribution seeking to reflect on the pedagogical mediations necessary for the transition between preschool and the first year of Elementary School to happen in a way that favors the learning and the omni lateral development of children, avoiding fragmentation and discontinuity between the first stages of Basic Education.