A transição e evolução do aluno da educação infantil para o ensino fundamental: uma análise da turma de 1º ano em uma Escola Municipal de Pinheiro – MA

Abstract

The present research, titled "THE TRANSITION AND EVOLUTION OF STUDENTS FROM EARLY CHILDHOOD EDUCATION TO ELEMENTARY SCHOOL: An Analysis of a 1st Grade Class in a Municipal School in Pinheiro – MA," aims to understand how this transition is carried out. Its general objective was to identify the main challenges children face during the transition process from early childhood education to elementary school and their adaptation process. More specifically, the research sought to analyze the impacts of this evolution on the teaching and learning process of children; to recognize the importance of the school as a formal environment for familiarization during this process; and to verify the existence of dialogue among the teaching staff regarding the exchange of information about students during the transition between these educational stages. The methodology used was based on a qualitative approach aimed at understanding the subjective and social experiences of the participating teacher, whose insights and experiences contributed to the research analysis. A bibliographic review was conducted to theoretically support the study and to define the intended research problem. Some of the authors referenced include: Vygotsky (2011); Moll et al. (2001); Goleman (2005); Piaget (2010); Bronfenbrenner (2006), among others. Documentary research using primary sources was also employed to obtain data and information from official documents provided by the school. The tools selected for data collection included participant observation with students and the teacher, who answered two questionnaires: the first applied at the beginning of the year and the second at the end of the 2024 academic year. The goal was to examine the students' development during the transition from early childhood education to elementary school. The findings revealed a reality in which, although most students attend school regularly, some face significant difficulties in the literacy process. Many enter the 1st grade with minimal acquisition of formal knowledge, and a small portion of students help their parents collect waste at the city's landfill. This situation leads to frequent absences from classes, directly affecting their cognitive and social development.