This is a study of reading and writing practices in a class in the last year of nursery school, in transition to the first year of elementary school, discussing continuities and ruptures in this process. The aim was to analyze how practices related to reading, writing, literature, drawing, make-believe play, and oral practices evolve and change during this transition. The research was conducted in two municipal schools in Campinas: an Early Childhood Education Center and a Municipal Elementary School. The approach was qualitative, involving videotaped observations and subsequent selective transcriptions, based on pedagogical practices in the last year of Early Childhood Education and the first year of Primary School. The results indicated significant differences between the routines of the two classes. There was a decrease in playtime, literary reading time, and frequency. In Kindergarten, drawings were made with materials that varied more frequently, while in 1st grade, there was less variation in materials. Year 1 also saw the distribution of ready-made drawings for the children to paint. Reception in Kindergarten included conversation circles, while in 1st grade, the routine began with breakfast, followed by activities such as copying the heading. The research revealed that the lack of communication between teachers and managers contributes to children's difficulty in adapting, highlighting the need for collaborative planning to establish links between these two stages of basic education.
Tassoni et al. (Tue,) studied this question.