Interlocuções dialógicas pedagógicas entre a educação infantil e os anos iniciais do ensino fundamental: em busca da unidade de ação bilaquiana

Abstract

The present work has as central theme the transition process of the child in the first stages of Basic Education within the scope of the constituent practices of a pedagogical action unit, in view of the public policies that mark these stages. The objective is to (re) construct the interlocutions between Early Childhood Education and Early Years of Elementary Education based on a unit of action that is shared by shared pedagogical practices, considering the epistemological and formative foundations that constitute them in a school of the state network of Santa Maria / RS. The proposed methodology contemplates a qualitative, research-action type approach. For the collection of data, a documentary and bibliographic study was used to infer concepts related to public policies and child development, the questionnaire in order to obtain an initial diagnosis of the subjects and their conceptions, participant observation in the school context and the dialogical formative - to address emerging issues in the context of lifelong learning. The theoretical base was constituted of legal documents, the researches in the area, articulated to the conceptions of the educators who act in the school locus of the research, that are collaborating subjects of the research. Through this study, it was noticed that the school can construct spaces-time of permanent formation from dialogic practices, which requires a greater flexibility in the school context and the constitution of a unit of pedagogical action through shared pedagogical actions that Child development in an articulated way. Therefore, it is necessary to expand the spaces of dialogue in order to establish a theoretical-practical relationship in school in a collaborative and reflexive manner, thus establishing an interlocution between the public policies that underlie early childhood education and the initial years of elementary education and between the stages themselves, considering pedagogical practices and child development, taking into account the specific times and spaces of childhood.