A criança em transição: um estudo sobre infância, pertencimento e práticas pedagógicas na passagem da Educação Infantil para o Ensino Fundamental

Abstract

The present research addresses the transition from Early Childhood Education to Elementary School I, understood as a complex process involving pedagogical, emotional, and social dimensions. Although this transition is foreseen as a continuity within Basic Education, it is still marked by ruptures that affect children's development and adaptation. The general objective of this study is to reflect on the challenges and possibilities of this transitional process, analyzing the factors that influence it and discussing strategies that contribute to a more welcoming and meaningful passage. This is a qualitative research of bibliographic and documentary nature, grounded in authors such as Flávia Motta (2021), Cecília Goulart (2007), Sonia Kramer (2006), William Corsaro (2011), Rita de Cássia Marchi and Manuel Jacinto Sarmento (2017), and Hamada (2023), as well as official documents such as the National Common Curricular Base (2017), the Law of Guidelines and Bases (1996), and the National Curricular Guidelines (2013). Scientific articles selected from Google Scholar, SciELO, and CAPES Journals databases, as well as thematic books, were analyzed. The results indicate that the school transition requires pedagogical practices that value listening, affection, and children's protagonism, as well as the partnership between school and family. It is concluded that the transition, beyond representing a change of stage, constitutes a formative process that must respect the specificities of childhood and ensure the right to continuous learning while pre