TRANSITION IN THE FINAL YEARS OF ELEMENTARY SCHOOL: INTEGRATIVE REVIEW ON THE LITERATURE

ABSTRACT The theme of transition in Elementary School is of interest to development researchers, who seek to identify its effects on students’ intra- and interpersonal school adjustment. In order to map out the scientific production on the repercussions of the transition from the early to the late years of Elementary School on the students’ socio-emotional and academic development, an integrative literature review was carried out, from 2013 to June 2018, in the SciELO, PsycINFO, ERIC and Science Direct databases. Through inclusion and exclusion criteria, 30 articles were incorporated and analyzed from the perspective of protection/risk to development. Most studies investigated protective/risk factors together, with a predominance of contextual protective factors. Positive outcomes stood out in the transition to the final years of elementary school. The risk/protection perspective proved to be relevant for the integration of results, showing that school transition is a dynamic and multifaceted phenomenon.