A transição do 5º para o 6º ano numa escola pública municipal de Salvador-Ba: dificuldades dos estudantes, contribuições familiares e apoio escolar

Abstract

This work is a descriptive qualitative study, which focuses its attention on the transition phase from the 5th to the 6th grade, focusing on the students' voices, about their difficulties, family contributions and school support, in this phase of education. cycle change, in the context of a public-school system in Salvador. The question is: how are family and school educational practices associated with the process of adaptation and school performance of students in the transition phase from 5th to 6th grade? The general objective translates into: analyzing students' difficulties and the impacts of family educational practices and school practices, in the process of adaptation and school performance of students, in this transition phase from the 5th to the 6th year of schooling. This objective is divided into five specific objectives, which are: a) to understand how interpersonal relationships between families, students and teachers are processed in this phase of school transition; b) identify which students' difficulties and which family and school actions interfere and favor the process of adaptation and school performance of these students; c) analyze the conceptions and perceptions of students about their difficulties and what are the contributions of family and school institution in this phase; d) to know the conceptions, perceptions and actions of the principal, the pedagogical coordinator and the teachers in relation to the process of adaptation, teaching and learning of students in this transition phase; e) build knowledge and signal possible clues of family and school actions to favor the adaptation and good school performance of students in this specific moment of schooling. From this perspective, the research had as its object of study the personal experiences lived by students in the transition phase from 5th to 6th grade, in relation to family educational practices and school practices. The theoretical foundation consists of an interdisciplinary approach, supported by the various social and human sciences, especially the theorists who talk about family and education in contemporary times, about phases of human development and transitions, such as: Morin (2000); Schaff (2001); Giddens (1993, 2017); Bourdieu (1993); Donati (2008, 2013); Petrini (2003, 2004, 2005, 2016); Bauman (2004); Fornasier (2016, 2018); Bronfenbrenner (2011); Vigotski (2000,2010); Valsiner (2012); Zittoun (2004, 2005, 2007); among others. Its empirical field is a school of the Municipal Education Network of Salvador, in which operates the Elementary School II, segment of interest of the study to be carried out. The research has 32 participants, comprising 10 students of the 6th grade, 10 parents / guardians, 10 teachers, 01 Pedagogical Coordinator and 01 Principal. As research instruments, we used observations in locum and semi-structured interviews. Data analysis focuses on four groups: students (1st group), parents / guardians of students (2nd group), teachers (3rd group) and management team (4th group). As main results we realize that students experience difficulties during the school transition process, despite having family and school support. The research contributed to a better interpretation and understanding about the transition phase from the 5th to the 6th grade, in order to guide and suggest family and school procedures and actions capable of facilitating the adaptation process and the students' good performance during the referred change of school cycle.