Banca de QUALIFICAÇÃO: FERNANDA SARTORI

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : FERNANDA SARTORI
DATE: 20/03/2026
TIME: 15:00
LOCAL: Auditório do campus
TITLE:

Peeking Through the Cracks: Teacher Knowledge in the In-Between Space of Early Childhood Education and the Initial Years of Elementary School

KEY WORDS:

Teacher knowledge; Early Childhood Education; Articulated continuity; Early Years; Teacher training.

PAGES: 106
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Pré-Escolar
SUMMARY:

The transition from Early Childhood Education to the Initial Years of Elementary School is a sensitive moment in children's school journey, often marked by ruptures in time, space, pedagogical practices, and conceptions of childhood. In this context, this research is guided by the following questions: what teaching knowledge constitutes the processes of welcoming and articulated continuity from Early Childhood Education to Elementary School? How is this knowledge mobilized in daily school life, and what means, studies, and practices can be adopted to make this continuity more fluid and respectful of the singularities of childhood? Therefore, the general objective of this work is to analyze the teaching knowledge mobilized in the process of articulated continuity between Early Childhood Education and the Initial Years of Elementary School, based on the narratives of teachers who work in these stages of Basic Education. Linked to the research line Teacher Training, Curricula and Pedagogical Practices in Basic Education, of the Postgraduate Program in Basic Education — Professional Master's Degree of IFRS — Campus Farroupilha, this study seeks to support the concept of "articulated continuation," questioning the idea of "transition." To this end, it is anchored in the contributions of early childhood pedagogy, studies on teacher knowledge (Tardif; Lessard, 2014; Alliaud, 2015, 2018), on training in context (Imbernón, 2011, 2016), and the concept of "in-between space" (Kohan, 2011). This is a qualitative and interpretative research that adopts as its methodology the holding of focus groups and the production of teacher narratives, understood as devices for investigation and training (Mariani; Mattos, 2012). The participants in the research will be eight teachers from Early Childhood Education and the 1st year of Elementary School in public schools in the municipality of Bento Gonçalves, RS. The data produced will be studied through thematic analysis, in order to identify recurrences, tensions, continuities, and singularities in the teachers' discourses, so as to understand how knowledge is constituted and expressed in the processes of articulated continuity between the stages. As an educational product, the research envisions the creation of a training material in the form of an illustrated booklet, containing a collection of comic strips inspired by the experiences narrated during the discussion group meetings. The comic strips will be produced in partnership with the illustrator Ernani Cousandier, based on the research findings, with a reflective and propositional character, and intended for the participating teachers, with the aim of fostering spaces for collective reflection on teaching knowledge and the articulated continuity between Early Childhood Education and Elementary Education.

COMMITTEE MEMBERS:
Presidente - EDSON CARPES CAMARGO
Interna - DAIANE SCOPEL BOFF
Externo à Instituição - RODRIGO DE C. SABALLA - UFRGS