SYMBOLISM IN THE CONTEXT OF THE TRANSITION FROM NURSERY SCHOOL TO ELEMENTARY SCHOOL

Abstract

The transition periods between the stages of basic education bring challenges and areaccompanied by a social status linked to growth and new responsibilities, but they arealso marked by ruptures that affect the individual's constitution in their relationship withschool, with knowledge, with learning and with themselves. This research focuses on thetransition from early childhood education to the first year of elementary school, assumingthe hypothesis that recording the pedagogical work carried out and the children's learningfrom this work can be a bridge to the transition process, especially to literacy. Its guidingquestions are: what do teachers in the last year of nursery school and the first year ofelementary school consider relevant to record in specific documentation from theCampinas Municipal Education Network? And whether and how the development ofsymbolism involving make-believe play, drawing, speech and writing is considered inthese records? The aim is to compare the relevant themes indicated by the teachers withregard to children's learning and development with those present in the specificpedagogical documentation adopted by the Campinas Municipal Education Network. Themethodology is qualitative and the empirical material will be produced through interviewsand document analysis. Six teachers will take part, one from each school that is part ofthe larger project funded by Proeduca/Fapesp. The documents analyzed will be theIndividual Reports on the Child's Educational Career, used in early childhood education,and the Student's Descriptive Assessment Form, used in primary education. The resultswill help to highlight continuities and ruptures in the transition process between thesestages, especially in relation to reading and writing, conjecturing about possible effectson the literacy process.