O processo de transição da educação infantil para os anos iniciais do ensino fundamental: desafios e possibilidades

Abstract

This work explores the transition from early childhood education to the first year of elementary school, the challenges and possibilities. As one of the main points within basic education is literacy, because it is a crucial part of the student’s life, however, many schools in Brazil see the mixture of literate and non-literate children in the same classroom. Thus, the study aimed to identify how teachers worked with non-literate students, what were the teaching methods they used to literate them, and how the teaching process was given, since the others generally they had been literate. Thus, there was observation in the field, interview and bibliographic survey. The authors who guided this research and who talk about literacy and literacy were: FERREIRO (1996), CAGLIARI (2001), SOARES (2006), DUARTE (2008), RANGEL (2009), ROJO (2009), speak that Lettering is more than literacy, and point out that it is more than knowing letters or reading, it is to develop communication skills, social interaction and skills that can be harnessed throughout life such as knowing how to interpret texts and knowing how to speak with ownership of the subjects exposed in the classroom. It was also analyzed the laws that guide literacy in Brazil: SAEB (1990), LDB (1996), PCN (1997), BNCC (2018), and as teacher training, continuing training, is a differential in teaching learning that has authors who defend this training, as: NOVOA (1997), LIBÂNEO (2017), LUCKESI (1991)