Transitioning from Early Childhood Education to Elementary School: an analysis of the policy cycle

Abstract

In Brazil, the transition from Kindergarten to Elementary School has been characterized by tensions and difficulties, making it necessary to advance in the development of studies that guide pedagogical practices that guarantee children's care and continuity in their learning process. Based on the policy cycle approach proposed by Ball, this study aims to analyze the transition policy between these stages in the municipality of Juazeiro do Piauí, considering its formulation and implementation in the context of practice, named by Ball as the context of influence based on the context of influence and the contexts of documents and practice, pointing out ways to strengthen it. This was a qualitative study. Data was collected by analyzing official documents, semi-structured interviews and a questionnaire answered by 29 education professionals, of which 17 are teachers, 3 management professionals and 1 coordination professional, in addition to 2 technicians from the Department of Education – a sample of 91% of the defined population. The field research took place between August and November 2023. The results show that, although there are contradictions in the official documents guiding the transition in question, this policy has received attention in the political speeches of different interest groups and in official documents, highlighting its relevance to children's learning and development. The conclusion is that having a planned and regulated transition policy is relevant, but that it is necessary to move forward and establish coherence in the official documents and in the practices developed so that children are cared for in educational spaces whose pedagogical proposals respect their life paths and culture; the heterogeneity and singularities that characterize them; and their right to learn.