A literatura infantil como mediadora no processo de transição da criança da educação infantil para o ensino fundamental

Abstract

The transition from early childhood education to elementary school is a stage marked by significant emotional, social, and cognitive changes. This study aims to understand how children’s literature can support children during this transition from early childhood education to elementary school. Using a qualitative approach, the research analyzes literary works that address themes such as emotions, separation, belonging, fear, and discovery, observing how children respond to readings and classroom-based reading circles in the school context. Among the selected books, Eloísa e os Bichos and O Casaco de Pupa stand out for presenting symbolic and sensitive perspectives on the emotional challenges experienced in the passage between school stages, functioning as mirrors and coping models for children. Therefore, by integrating literature intentionally and effectively into everyday school practices, educators can make the transition from early childhood education to elementary school more welcoming, meaningful, and humanized, ensuring that children recognize themselves as subjects of rights, knowledge, and affection.