Significações constituídas por professoras(es) acerca da transição da Educação Infantil para o Ensino Fundamental

• Ano de defesa: 2021
• Autor(a) principal: Alonso, Rafaela de Jesus Souza
• Orientador(a): Davis, Claudia Leme Ferreira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Educação Infantil; Ensino Fundamental; Psicologia sócio-histórica
• Palavras-chave em Inglês: Child education; Elementary School; Socio-historical Psychology
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
• Link de acesso: https://tede2.pucsp.br/handle/handle/23720

This research had as its theme the study of the teachers’ constituted meanings about the transition from Preschool to Elementary School. Therefore, the theoretical-methodological framework adopted was the Socio-Historical Psychology, grounded in the premises of Dialectical Historical Materialism. The research aimed to analyze and explain the teachers’ meanings regarding the transition from Preschool to Elementary School and present reflections that enable the articulation between the two units that constitute Basic Education in Brazil. The research subject was a teacher from the municipal school system of São Paulo. The production of the information involved socioeconomic and cultural profile form and a semi-structured interview. To apprehend the psychological and subjective dimension in the reality of this teacher and to analyze the meanings given by her for this moment of transition, we used the analysis and interpretation procedures proposed by Aguiar and Ozella (2006), in order to articulate the senses and meanings constructed by the interviewee through her professional and personal experiences. Based on the results found, we can point out the need for: 1) the teachers of the 1st year of Elementary School to know the pedagogical proposals carried out in the previous school grade; 2) meetings between the units that enable the teachers of the 1st year of Elementary School to know the path taken by his/her students in Preschool; and 3) sharing of experiences about teaching, Reading and writing between the teachers of the final year of Preschool and the initial year of Elementary School. These elements seem to be essential so that strategies can be developed to guarantee the articulation between the school units and a more appropriate transition process for everyone who experiences this moment