Simone Soares Rissato Alves, Jordana Wruck Timm
There is a latent concern on the part of teachers working at the transition stage from nursery school to elementary school about the possibility of disruptions in the child's teaching and learning processes during this period of educational transition, because the way in which these processes are conducted can lead to blockages in the child's development. Against this backdrop, there is a need for children to be respected and welcomed in an environment that provides them with security and, what's more, that they don't suffer an abrupt break in the teaching and learning processes at the time of this transition. Having said this, it is necessary to discuss a factor that has been gaining prominence in the educational and academic field, ambience, in the educational/school context. Thus, the aim of this study was to discuss the importance of ambience in the transition period from early childhood education to elementary school (between places) and how teachers observe the various factors that can provide powerful spaces for the success of their pedagogical practices. Methodologically, the research is bibliographical, with qualitative analysis and a deductive method. The study concluded that discussing ambience and its influence in the educational context is a necessary and important task, given the data presented by schools and teachers who decide to adopt acareful and veiled stance towards a pedagogical praxis in which the child is valued in harmony with the space in which the teaching and learning processes take place.