A passagem da educação infantil para o 1º Ano no contexto do Ensino Fundamental de nove anos: um estudo sobre alfabetização, letramento e cultura lúdica

Abstract

The main theme of this thesis is the study of the transition from early childhood education to the First Grade in the context of extension of Elementary School to nine years. The main question is: Has the extension of Primary School to nine years and the compulsory admission of six-year-old children enabled a better relationship Childhood Education and Elementary School since both educational levels should be restructured? It was considered analyses from National and Municipal contexts, and the everyday life in schools throughout documental research, interviews and en ethnographic approach as methodological procedures. However, the main was the school context. The research was carried out in a school from Pelotas in Rio Grande do Sul Brazil, in a pre-school class in 2009, in the First Grade in 2010. The interviews with the Municipal Department of Education coordinators and the school principals, as well as with the teachers and children, the classroom footages and the detailed data description from the Field Work had its investigative focus on the identification of: I) early reading situations; II) literacy practices and events; III) play culture and culture of pairs, who were done by a group of children and their teachers during the everyday life inside the classroom. The theoretical assumption, which led to the data analysis, have considered, mainly, the works from: Soares (2004, 2006), Manrique (2007) related to early reading, Street (2003, 2010) and Castanheira (2004) regarding to literacy and Brougere (2008. 2010, Corsaro (2007, 2011), Sarmento (2003) referring to issues about the playculture and childhood. The results of this research demonstrated that the extension of Elementary School to nine years has not contributed whatsoever in a meaningful way to a better relationship between Early Childhood Education and Elementary School, since the rupture between both levels have been acutely kept. In the one hand the practices inside the pre-school classroom revealed a sensitive proposal to the manifestation and wishes of the children; practices which were committed to the development of competent readers and authors throughout interaction with real reading and writing situations and also by contemplating aspects of the everyday play culture in the classroom. On the other hand, in the everyday life in First Grade prevailed a more mechanical early reading perspective, which instead of inviting the children to live the pleasures of reading and writing involved them in dull and monotonous activities