THE TRANSITION OF CHILDREN'S EDUCATION DISCOUNTS FOR THE 1° YEAR OF FUNDAMENTAL EDUCATION IN A MUNICIPAL SCHOOL OF GOIANINHA / RN

Abstract

The transition of children from level V of Infant Education to the first year of Elementary School has provoked questions for education, especially regarding public policies and their adequacy to pedagogical practices. The objective of this article is to analyze and discuss issues that cross these stages from research developed with students from level V of Early Childhood Education from 2016 to the 1st Year of Elementary School I in 2017 of the afternoon shift at a Municipal School in the city of Goianinha/RN. Researching the practices with children in these two modalities of teaching allowed to problematize the work of accompanying them in this process of change. More than conceiving this change in a dichotomous way, it is a question of thinking, in addition, of transitions and challenges in the organization of education systems and in terms of policies and public management, of curricular proposals and of teacher training and of all professionals involved in this work. With this aim, the first item analyzes the perspectives of the National Curricular Common Base (BNCC) that the teacher has access to work with children from 5 to 6 years. The second presents the research regarding the training of the teachers in the spotlight. The third suggests priorities for working with reading and writing in order to obtain satisfactory results in relation to the progress of students' school performance.