A transição do 5º para o 6º ano numa escola pública municipal de Salvador-Ba: dificuldades dos estudantes, contribuições familiares e apoio escolar
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Date
2020-11-11
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Universidade Católica do Salvador
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.
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Keywords
Contemporaneidade, Família, Educação, Transição do 5º para o 6º ano, Contemporaneity, Family, Education, Transition from 5th to 6th year