E agora, eu vou pra onde? A transição da educação infantil para o ensino fundamental na rede de Mesquita - RJ, em jogo currículo e avaliação

Abstract

The present study intends to analize the pedagogical processes and practices in the transition from Children Education to Elementary School, focusing in the academic curricular relation with the descriptive reports, and vice-versa. According to the National Curricular Policies of Children Education, in this transition the pedagogical proposal must forsee strategies to guarantee the continuity of the learning process and the development of the children, respecting the specific ages and without the anticipation of the contents to be developed during elementary school. In order to notice the continuities or ruptures in this process, this study is developed in a public school in Mesquita/RJ, where the daily practices of a five year old class and the daily practices of this same class in the 1º year of the elementary school were followed, composing the subjects of the research. To compose this study, the methodology adopted were some resources of the ethnographic and qualitative research: field observation, field's diary, documental analisis and open interview. As for theorical reference, we were based on the contributions of Bakhtin regarding enunciation, carnivalization, exotopy, alterity and excess of vision; and on Freire, with the context of the educative practice as a dialogic action. Assuming that evaluation and academic curriculum are intimately connected, the theacher, through the exercise of listening marked by the alterity, needs to bring what the children pronounce to the construction of a curricular proposal with sense and a descriptive evaluation not that labels them, but useful to the construction of new paths for the instructive practice. Regarding the steps transition, my desire is that the writing of this research may bring new reflections to the theme, who knows create through the hybridization of words a practice of “Educino Fundamentil”, where the practices of both steps of learning can efectively present continuities and intersections, without the anticipation of contents, which means, to bet in the playing and arts as dialogic sources for the hybridization of the practices.