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O texto apresentado toma como ponto de partida o processo transitorio da Educacao Infantil para o Ensino Fundamental a fim de compreender como a formacao pode contribuir para o estabelecimento de dialogos. Baseia-se nas contribuicoes de Cruz (2012) e Saviani (2007) para abordar o carater da pedagogia em sua dimensao teorica e pratica e, Novoa (2017), no sentido de olharmos para a pratica docente como posicoes entre os sujeitos e seus conhecimentos, assim como em demais autores relevantes. Propoe que a pratica docente, no processo de transicao da Educacao Infantil para o Ensino Fundamental, instaure possibilidades significativas ,  configurando-se como acontecimentos em transicao e nestes, estabeleca potencialidades da pratica nos encontros em espacos de enunciacoes. The text presented takes as a starting point the transitional process from Early Childhood Education to Elementary Education in order to understand how training can contribute to the establishment of dialogues. It is based on the contributions of Cruz (2012) and Saviani (2007) to approach the character of pedagogy in its theoretical and practical dimension, in Novoa (2017) in order to look at teaching practice as positions between subjects and their knowledge, as well as in other relevant authors. It proposes that the teaching practice in the process of transition from Early Childhood Education to Elementary Education establishes significant possibilities as events in transition, in these, the potentiality of practice lies in the meetings in spaces of enunciations.

aleph

DA EDUCAÇÃO INFANTIL AO ENSINO FUNDAMENTAL – APONTAMENTOS SOBRE A FORMAÇÃO DOCENTE AOS ACONTECIMENTOS COMO POTENCIALIDADE PARA OS ENCONTROS E SENTIDOS FROM CHILDREN EDUCATION TO FUNDAMENTAL TEACHING - PRESENTATIONS ON TEACHER TRAINING TO EVENTS AS POTENTIALITY FOR MEETINGS AND MEANINGS