Contributions of school supervision in the transition of children from early education to elementary education

Abstract

In this article, we present an excerpt from our master's thesis defended in October 2022. The objective was to understand how school supervision can contribute to the articulation in the transition process of children between kindergarten and elementary school. The research took place in two units of the Municipal Network of São Paulo, one of early childhood education, and another of elementary education. The methodology was qualitative, using as data collection instruments: versions of meaning written by the participants, records of meetings held by the supervisor/researcher and interviews with teachers, pedagogical coordinators and principal. The data collected indicate that school supervision plays an articulating role between the two stages; Trainer of the management team, in addition to guiding and monitoring the articulation actions, the dispatch and the treatment given to the pedagogical documentation in the transition process.