Özet:

Abstract The article presents results of a research carried out during the years 2018 -2019, with 25 children aged between 5 and 6 years old in a public school, in the State of Rio de Janeiro and aimed to understand how children interpret the transition process between Early Childhood Education and the 1st year of Elementary School. The qualitative research prioritized as a theoretical and methodological procedure the studies of Kramer (2005) and Smolka (2012), the participant observation of / in the school routine, the conversations with the children and teachers and the use of the field notebook. The results lead us to affirm that before the child's entry into Elementary School, she already has a conception of school marked by the absence of play, very different from what she experiences in Early Childhood Education. Based on this result, we

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