Transition from Early Childhood to Elementary Education: a dialogue with Waldorf Pedagogy
Transition. Child education. Elementary School. Playfulness. Waldorf Pedagogy.
This academic work is the product of research conducted in the research line called Teacher Training, Policies and Pedagogical Practices, within the Graduate Program in Education - Master in Education, offered by the State University of Mato Grosso (Unemat), whose The theme refers to the organization, the times and spaces within these two stages of basic education - early childhood education and elementary school - with the objective of comparing the transition process between early childhood education and elementary school in a Waldorf school and a municipal school based on socio-interactionist approach. In this search, we seek to understand how the fundamentals of Waldorf Pedagogy and Socio -Interactionist Pedagogy can contribute to the integral development of the child. To achieve the proposed objectives we use hermeneutic phenomenology as a method of this study. The strategies used were: observation; Semi -structured interview; Bibliographic research related to Vigotskyana Pedagogy and Waldorf Pedagogy. As for the locus of this study, the research was conducted in the kindergarten of the Municipal School of Early Childhood Education located in the municipality of Cáceres-MT and the Waldorf School located in the municipality of Cuiabá-MT. When analyzing the data, we have, as a result, the importance of considering this transition as a phase to be looked at carefully and carefully.