| dc.description.abstract | This research has as theme the management of the transition from early childhood education to early years. The same is linked to the line of research Pedagogical Management and Educational Contexts of the Professional Master in Public Policies and Educational Management, inserted in the Post Program Graduation in Public Policies and Educational Management of the Federal University of Santa Maria in the State of Rio Grande do Sul. Aims to understand the management of the transition from early childhood education to the first year of elementary school, from the viewpoint of teachers and children aiming at the construction of a transition process that respects the specificities of childhood. It had as a research context, two schools of Santa Maria, that act teachers and managers involved with the process of transition from early childhood education to early years of children. The approach was qualitative, of the research-intervention type, and carried it out in both schools, through formative meetings and integrative actions between the two contexts and mainly among children. Thus, training and integration were constituted as the product of the project itself, which allowed us to intervene and subsequently evaluate the actions developed. The theoretical references that guide this work derive, among others, from the studies performed by Libâneo, Oliveira and Toschi (2003; 2005, 2013), Freire (1996, 1997a, 1997b, 2011), Lück (2002) and Oliveira (2003) which address the theme of educational management, as well as a concern for the participation of all and a liberating education. Motta (2013), Barbosa and Delgado (2012) and Rocha and Kramer (2013), for dealing specifically with the theme of elementary school 9 years, which reflects the transition from early childhood education to early years, that help us to build the concept of this transition management process. Through research one can realize that teachers and coordinators understand childhood in different ways, however, all agree that this is a fundamental step for the integral development of the child, understanding her as a subject builder of his own culture. We also realized that from the formative meetings and the integration between the two stages that the transition process, previously not noticed at school, can achieve more visibility in the two educational contexts, and that through the voice of children one can perceive their expectations and challenges during their transition process, as well as dialogue and learn from the experience of the children themselves. Finally, for this research it is considered that the process of transition from early childhood education to early years is a process that needs to be constructed in a harmonious and sensitive way for children having the minimum of ruptures and allowing the management and others involved to direct their eyes to this process so that the singularities and continuities are respected in the experiences of children. Because the protagonists of the process of transition from early childhood education to early years are children who, by peeking through the wall, make the imagination stand out in this process. | |
