O espaço e o tempo da infância no período de transição da Educação Infantil para os anos iniciais.

Abstract

The main question of this research is how do the childhood spaces and time get structured in the passage of the Childhood Education for the first year of school? Mapping the passage, analyzing the organization of the public politicians for the nine years Basic Education, observe and describe the space of the Childhood Education and of the first year of school are the main goals of this research. The methodology of this research is based in the Case Study, counting on many evidences sources like direct observation, semi structured interviews and documental analysis. Between October 2009 and May 2010, the same group of children was monitored during the transition period, and the data were classified in three categories: the physical space, the playing space and the curriculum space in the Childhood Education classroom and also of the first year. Through these points, it is possible to realize that the Childhood Education space is a welcoming environment, in which playfulness is a language dimension, because the child expresses itself with freedom, imagination, creativity and pleasure through drawing, dancing and playing. On the other hand, in the first year, the expression occurs in most cases by the use of the written word, and only in some moments the ludic is associated. Through the advance to the next years of the Basic Education, characteristics like spontaneity, creativity, imagination, pleasure, fun and entertainment, as well as the body dimension, movement and body activities tend to get loose, being substituted by the scholar schedules full of contents that have to be developed in a short period of time, varying between 45 to 90 minutes, in which the teacher, many times without making any knowledge interlocution, works many different contents.