Resumo

FURLANETTO, Ecleide Cunico; MEDEIROS, Aline de Souza  e  BIASOLI, Karina Alves. The transition from early childhood education to primary education narrated by children. Rev. Diálogo Educ. [online]. 2020, vol.20, n.66, pp.1230-1254.  Epub 01-Out-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.066.ds13.

This study aimed to broaden the understanding of children's transition from early childhood education to primary school. To this end, children's narratives were heard because it was believed that they can tell what happens to them and build meaning for their experiences. The objective of the research was: to analyze the senses attributed narratively by children regarding the transition from Early Childhood Education to Elementary School. Under the theoretical contribution of the (auto) biographical research in Education and Sociology of Childhood, the study was developed with six children from the first year of Elementary School. The results indicated that the transition between the two schools caused some tensions, since at the same time the children were attracted by the innovations offered by the new school, they felt fears, mourning and suffering, above all, with regard to the reduction of opportunities to play, the welcome and preparation of the school to receive them. For some children, the losses were compensated by the new learning, while others were suffering and did not have sufficient resources, needing more support to be included in this new stage. The adults responsible for teaching, hosting, and introducing the child to these institutions play a major role in adapting the child to this new stage. They are the ones who can be with the children, detect their needs and help them fit into this new context.

Palavras-chave : (Auto)biographical research; Narratives; Nine-year elementary school; Transition.

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