<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472022000200103</article-id>
<article-id pub-id-type="doi">10.14393/obv6n2.a2022-65672</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Da Educação Infantil para o 1° ano do nsino Fundamental: reflexões sobre o processo de transição escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Childhood Education to the first year of Elementary School: reflections on the school transition process]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bissoli]]></surname>
<given-names><![CDATA[Michelle de Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguiar]]></surname>
<given-names><![CDATA[Sinara Narciso de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria Municipal e Estadual de Educação  ]]></institution>
<addr-line><![CDATA[ Amazonas]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472022000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472022000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472022000200103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo constitui uma revisão teórica e documental e decorre de pesquisa de Mestrado em Educação, realizada entre os anos de 2019 e 2021, na cidade de Manaus, cujo foco foi a transição entre a Educação Infantil e o primeiro ano do Ensino Fundamental. Considerando que as Leis Federais n°. 11.114/2005 e Lei nº. 11.274/2006 ampliaram a duração do Ensino Fundamental para 9 anos no Brasil e, com isso, tornaram obrigatório o ingresso das crianças com seis anos de idade no 1º ano dessa etapa da Educação Básica, é necessário refletir sobre a organização de práticas pedagógicas que favoreçam um processo de transição respeitoso e coerente com as especificidades do desenvolvimento e da aprendizagem das crianças pequenas. Embora os documentos legais estabeleçam que esta transição não deva acontecer de forma abrupta, os dados da pesquisa apresentados no manuscrito evidenciam que essa questão ainda merece ser melhor discutida e equacionada. Tecemos nossas argumentações e considerações com base no aporte Histórico-Cultural, buscando refletir sobre as mediações pedagógicas necessárias para que a transição entre a pré-escola e o primeiro ano do Ensino Fundamental aconteça de forma a favorecer a aprendizagem e o desenvolvimento omnilateral das crianças, evitando a fragmentação e a descontinuidade entre as primeiras etapas da Educação Básica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Transição Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="en"><![CDATA[School Transition]]></kwd>
<kwd lng="en"><![CDATA[Kindergarten]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[VYGOTSKI]]></surname>
<given-names><![CDATA[L. S]]></given-names>
</name>
</person-group>
<source><![CDATA[Obras Escogidas IV: Psiologia Infantil]]></source>
<year>2006</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[A. Machado. Libros]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
