A transição entre a Educação Infantil e o Ensino Fundamental: uma revisão integrativa entre os anos de 2006 a 2021

• Ano de defesa: 2022
• Autor(a) principal: Vicente, Rosimeire Aparecida
• Orientador(a): Davis, Claudia Leme Ferreira
• Tipo de documento: Tese
• 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: Revisão Integrativa; Transição entre EI e EF; Educação Infantil; Ensino Fundamental; Ensino Fundamental de nove anos
• Palavras-chave em Inglês: Integrative Review of the Literature; The transition between EI and EF; Child education; Elementary School; Nine years of Elementary School
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/30988

The present research studied the transition from Early Childhood Education to Elementary School through an integrative review covering 2006 to 2021. The present research studied the transition from Early Childhood Education (EI) to Elementary School (EF) through an integrative review covering 2006 to 2021. The present research studied the transition from Early Childhood Education (EI) to Elementary School (EF) through an integrative review covering 2006 to 2021. Two federal laws acted as our theoretical references: (a) The law 11,114/05 that changed from seven to six years old the age of entry into compulsory primary education in Brazil; (b) The law 11,274/06 extended the length of primary education from eight to nine years, starting at the age of six, having the deadline for its implementation in 2010. Based on scientific articles published in the SciELO database, the present study focused on transitioning from Pre-school (EI) to primary education (EF) between 2006 and December 2021. The theoretical relevance of this investigation lies in offering a broad and systematized view of what the areas of Educational Psychology, Education, and Psychology produced about this specific transition. For analysis, since all the articles were about public policies, we grouped them by the themes they addressed: (a) The transition from EI to EF, which focus attention on two subthemes: Children and Teacher training; (b) The implementation of Law 11,274/200; and (c) Curriculum. The results show that despite the available knowledge about the transition from EI to EF, and even after BNCC stipulated how the transition of teaching stages must be, many of its aspects deserve further discussion