PEDAGOGICAL CONTINUITY IN BASIC EDUCATION: CHALLENGES OF ARTICULATION AMONG TEACHERS

Abstract

The present study analyzed how the lack of articulation among teachers across the different stages of Basic Education affects both the teaching-learning process and the integral development of students. To substantiate the discussion, a literature review was adopted as the main technical-methodological strategy, focusing on the survey and critical analysis of books, scientific articles, regulatory documents, and related legislations, especially the Law of Guidelines and Bases of National Education and the National Common Curricular Base. The results of the research showed that the lack of articulation and the consequent curricular fragmentation generate severe pedagogical ruptures, which translate into cognitive gaps, difficulties for students in adapting to new school contexts, and damages to socioemotional development. On the other hand, it was found that the benefits resulting from collective planning, collaborative dialogue, and the establishment of an integrated curriculum are capable of reducing school dropout and grade repetition, as well as providing an adequate progression of academic, social, and emotional skills. It was concluded that strengthening teacher communication, supported by participatory school management and continuing education, constitutes an indispensable and strategic element to ensure educational continuity, overcoming the isolation of subjects and consolidating the principles of integral education for the full development of students.