Banca de QUALIFICAÇÃO: KARLUZA ARAUJO MOREIRA DANTAS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : KARLUZA ARAUJO MOREIRA DANTAS
DATE: 28/06/2021
TIME: 14:00
LOCAL: Google Meet
TITLE:

CHILD AND PLAY:

TRANSITION FROM CHILDREN'S EDUCATION TO FUNDAMENTAL EDUCATION IN A SCHOOL IN THE MUNICIPAL NETWORK OF NATAL

KEY WORDS:

transition, play, elementary school, child education.

PAGES: 105
BIG AREA: Ciências da Saúde
AREA: Educação Física
SUMMARY:

The transition period between early childhood education (EI) and elementary education (EF) requires a lot of attention, and there needs to be a balance between the changes introduced in the new routine, ensuring integration and continuity of the children's learning processes. In this sense, one cannot forget the importance of playing at this stage of the child's school life so that they can successfully overcome the challenges of the transition. From the age of six, children are included in elementary school, and at that moment, they experience the transition from one cycle of education to another. Being the transition, in particular, the one that the child lives in the transition from Infant Education to Elementary School, our study aims to analyze the transition from playing and moving in the pedagogical treatment of children in the first year of elementary school of nine years old. Our work is characterized as a case study and follows a qualitative approach. The investigation took place at the Municipal School Professora Laura Maia, from the public school system in the city of Natal (RN). We monitored a class of 27 children, of both sexes, aged between 05 and 07 years of age, who were properly enrolled and attending the IV level of early childhood education in the 2019 academic year, and who progressed to the 1st year of elementary school in the academic year of 2020. The teachers who developed their pedagogical practices in these classes were also part of this research. In addition to the study of everyday school life, we resort to documentary research to support discussions about the policies and rules that regulate these teaching cycles (DCNEI, RCNEI, BNCC, RCMEI) and we use observation instruments recorded in the field diary as research instruments. and semi-structured interview. In this research, it was evident that the school where the observations were made, did not offer conditions for the realization of what a good transition between these teaching cycles (EI and EF) requires. , in reality observed in early childhood education there is no concern with performance and when they reach the first year of PE, this reality changes. It was noticed that, in the school studied, playing has not yet acquired the deserved importance in the educational process of children who are arriving at EF.

 

BANKING MEMBERS:
Presidente - 1278591 - AGUINALDO CESAR SURDI
Interna - 1714249 - MARIA APARECIDA DIAS
Externo à Instituição - ELENOR KUNZ