O processo de transição Educação Infantil/ Ensino Fundamental: um estudo sobre avaliação da aprendizagem e práticas pedagógicas no 1º ano do ciclo de alfabetização

Abstract

This work had as a research problem to unveil how the individual descriptive reports produced by the teachers of Early Childhood Education in the EMEI help in the pedagogical planning carried out by the teachers of the first year of an EMEF. The general objective of the research was to identify and analyze to what extent such descriptive reports from the EMEI subsidize the planning of the teachers of the 1st year of Elementary School in a municipal school in São Paulo. The reasoning was done in the light of Fernandes (2009), Hadji (1993; 2001), Perrenoud (2000; 2004), who deal with evaluation in the service of learning; Sacristán and Pérez Gómez (2010) and Candau (2013) on the curriculum; Kramer (2006), Kramer, Nunes and Corsino (2011) and Motta (2013) with contributions on the transition from Early Childhood Education to Elementary Education; Oliveira (2014) elucidating aspects of Early Childhood Education and Soares (2017) of Literacy. The research had a qualitative approach and had as objects of study and analysis the plans of the teachers of the first year classes of the Literacy Cycle and the descriptive reports that, instituted by the Municipality of São Paulo, through Normative Guideline Nº 01/2013, are issued to elementary schools. The content analysis based on Bardin (2012) was used for interpretation and inference of the data, after they were categorized. It was found that the evaluation has a direct impact on the actions of the teachers and that it is the driving force for decision making at any stage of teaching. After reading the Descriptive Reports, it was noticed the need to improve the records of Early Childhood Education, with clear observation criteria, so as to contemplate the learnings of the students, besides being in line with the assumptions of Normative Guideline Nº 01/2013 that guides the construction of evaluation in Early Childhood Education. The first year teachers' plans of the Literacy Cycle show little ownership of the Descriptive Reports developed by the EMEI and consequently, disregarding the transient processes experienced by the child. From these results, there is a need for formative proposals on the evaluation function in Early Childhood Education, as well as clarifying the intentionality of the pedagogical planning of the teacher of the Literacy Cycle based on the articulation between Descriptive Reports and Teaching Planning. Actions integrated between Early Childhood Education and Elementary Education constitute strategies for the development of appropriate proposals that can guarantee a seamless transition for the six-year-old child at the entrance of EMEF