Agora, acabou a brincadeira! transição da educação infantil para o ensino fundamental na perspectiva dos coordenadores pedagógicos

Abstract

This study aims to investigate the transition process from preschool to elementary school from the perspective of school counselors, based on the assumption that after the implementation of an elementary school expansion policy to nine years (Law No. 11274/2006), new challenges appeared on the scene in relation to the six-year-old child inclusion in this educational stage. From this new configuration, a concern over the issue about the transition from preschool to elementary school has broken out. Such concern about preparing preschool children for the 1st year of elementary school has turned into premature education and the statement Fun is over still echoes in the early years of primary school. Thus, I chose to focus on the playing context of municipal school counselors in São João de Meriti town, seeking the threads that weave their conceptions together, based on the following questions: How do they understand the transition process from preschool to elementary school? What challenges do they face so there is more continuity between stages? How could they contribute to effective communication between the preschool teachers´ practices and those taken by the first-grade teachers? The interlocutors who engage the dialogue are Bakhtin (2006; 2010; 2011) Benjamin (1997, 2002) and Bhabha (1998). In the first chapter, through the concept of chronotope (Bakhtin) and in-between (Bhabha), I break down a coordinating idea guided by the administrative sphere that is derived or represented by governmental policies, in order to think of this space as an in-between, where the educational actions at school are articulated, mediated and negotiated. The second chapter presents the crossing movement from preschool to elementary school in the country and the town, where the research delves into a dialogue between some laws and three surveys dealing with the transition through different methodological approaches. By means of otherness and dialogism, the third chapter reveals the researcher´s meeting with the survey subjects (the school counselors) joining the voices of teachers, from the process experienced during the collective interviews. The fourth chapter brings out some practicing matters of both stages, going through some power relations and resistance tactics, and, ultimately, it presents the possibilities of dialogue in a space shared by preschool and primary school