A perspectiva socioemocional da transição das crianças da Educação Infantil para o 1º ano do Ensino Fundamental

Abstract

This thesis aims to investigate the role of pedagogues in the socio-emotional dimension of children's transition from Early Childhood Education to the 1st year of Elementary School. Recognizing that this transition represents a significant change in children's educational trajectories, the study seeks to understand how this socio-emotional dimension manifests in children aged 5 and 6, how pedagogues have prepared themselves to support this process, and how Brazilian educational legislation and guiding documents—especially the National Common Curricular Base (BNCC)—provide orientation for such a transition. The research adopts a qualitative, exploratory approach and involves bibliographic analysis and interviews with two pedagogical teachers who worked with Pré-escola II classes in municipal schools in Sorocaba in 2024. It is expected that the findings will contribute to expanding the debate on pedagogical practices that promote emotional well-being and a welcoming environment for children at the beginning of Elementary School.