Problematizações sobre a transição escolar para os anos finais do Ensino Fundamental: espaços, tempos e relações pedagógicas
Resumo
Nesta Dissertação investigo a transição escolar dos anos iniciais para os anos finais do Ensino Fundamental. Para tanto, analiso o contexto de salas de aula de 5º e 6º ano de duas escolas da Rede Pública da cidade de Rio Grande/RS. Essa análise oportunizou a convivência com estudantes e professoras de ambas as etapas do Ensino Fundamental, o que possibilitou a vivência da transição escolar. O entendimento da rotina escolar como principal modificação dentro do espaço escolar em meio à transição, imbricada na construção do aluno e na prática educativa devido à configuração histórica e cultural que constituem a instituição escolar, levou-me a estabelecer conexões com os estudos de Barbosa (2006), Sacristán (2005), Zabala (1998) e Dias-da-Silva (1997). Tais estudos, juntamente com a análise do material empírico, proporcionaram-me a discussão de três eixos temáticos: espaço escolar, tempo escolar e as relações da escola, os quais proporcionaram uma problematização da rotina escolar com ênfase nas peculiaridades da transição estudada. A estratégia de análise consistiu em identificar marcas recorrentes na transição escolar, possibilitando a discussão em relação às diferenças e semelhanças do 5º e do 6º ano do Ensino Fundamental. Para isso, o material empírico foi composto por caderno de observações da sala de aula, narrativas dos estudantes obtidas no momento da intervenção realizada na escola, narrativas das professoras por meio de questionários aplicados e aprofundamento da leitura do Projeto Político Pedagógico das escolas. Dessa forma, as proposições que interligam as análises destacam que a quebra da rotina escolar com a passagem para os anos finais do Ensino Fundamental está relacionada com a modificação da estrutura e da identificação do estudante com a escola, ocasionando possibilidades e desafios para a comunidade escolar, uma vez que o aluno recebe diferentes responsabilidades, autonomia e a oportunidade de desenvolver o protagonismo infanto-juvenil junto a seus pares. Saliento, que por meio desta pesquisa, identifiquei que a mudança na rotina escolar acontece até mesmo nas escolas que oportunizam o Ensino Fundamental completo, distinguindo visivelmente anos iniciais dos anos finais. Assim, neste texto, proponhome a discutir estratégias para diminuir as barreiras que a transição pode causar ao estudante do 6º ano do Ensino Fundamental e proporcionar uma reflexão às professoras e gestoras que atuam com esse grupo de ensino.
In this dissertation, I investigate the school transition from the early to the final years of elementary school. To do so, I analyze the context of 5th and 6th-grade classrooms of two public schools in the city of Rio Grande/RS. This analysis provided the opportunity to live with students and teachers from both stages of Elementary School, which enabled the experience of the school transition. The understanding of school routine as the main modification within the school space amid transition, influential in the construction of the student and the educational practice due to the historical and cultural configuration that constitutes the school institution, led me to establish connections with the studies of Barbosa (2006), Sacristán (2005), Zabala (1998), and Dias-da-Silva (1997). These studies, along with the analysis of the empirical material, provided me with the discussion of three thematic axes: school space, school time, and school relationships, which provided a problematization of the school routine with emphasis on the peculiarities of the transition studied. The analysis strategy consisted in identifying recurrent marks in the school transition, allowing a discussion about the differences and similarities between the 5th and 6th grades of elementary school. To this end, the empirical material was composed of notebooks of classroom observations, students' narratives obtained at the time of the intervention held at school, teachers' narratives through questionnaires applied, and a deeper reading of the schools' Political Pedagogical Project. Thus, the propositions that interconnect the analyses highlight that the break in the school routine with the transition to the final years of elementary school is related to the modification of the structure and the identification of the student with the school, causing possibilities and challenges for the school community since the student receives different responsibilities, autonomy, and the opportunity to develop the children and youth protagonism with their peers. I emphasize that, through this research, I identified that the change in the school routine happens even in schools that offer complete Elementary School, visibly distinguishing the early years from the final years. Thus, in this text, I propose to discuss strategies to reduce the disruptions that the transition can cause to the 6th-grade student and provide reflection to teachers and managers who work with this teaching group.
In this dissertation, I investigate the school transition from the early to the final years of elementary school. To do so, I analyze the context of 5th and 6th-grade classrooms of two public schools in the city of Rio Grande/RS. This analysis provided the opportunity to live with students and teachers from both stages of Elementary School, which enabled the experience of the school transition. The understanding of school routine as the main modification within the school space amid transition, influential in the construction of the student and the educational practice due to the historical and cultural configuration that constitutes the school institution, led me to establish connections with the studies of Barbosa (2006), Sacristán (2005), Zabala (1998), and Dias-da-Silva (1997). These studies, along with the analysis of the empirical material, provided me with the discussion of three thematic axes: school space, school time, and school relationships, which provided a problematization of the school routine with emphasis on the peculiarities of the transition studied. The analysis strategy consisted in identifying recurrent marks in the school transition, allowing a discussion about the differences and similarities between the 5th and 6th grades of elementary school. To this end, the empirical material was composed of notebooks of classroom observations, students' narratives obtained at the time of the intervention held at school, teachers' narratives through questionnaires applied, and a deeper reading of the schools' Political Pedagogical Project. Thus, the propositions that interconnect the analyses highlight that the break in the school routine with the transition to the final years of elementary school is related to the modification of the structure and the identification of the student with the school, causing possibilities and challenges for the school community since the student receives different responsibilities, autonomy, and the opportunity to develop the children and youth protagonism with their peers. I emphasize that, through this research, I identified that the change in the school routine happens even in schools that offer complete Elementary School, visibly distinguishing the early years from the final years. Thus, in this text, I propose to discuss strategies to reduce the disruptions that the transition can cause to the 6th-grade student and provide reflection to teachers and managers who work with this teaching group.
Descrição
Dissertação (Mestrado)
Palavras-chave
Transição escolar, Rotina escolar, Ensino Fundamental, Espaço-Tempo escolar, Relações pedagógicas, School transition, School routine, Elementary School, Space-Time School, Pedagogical relationships
Citação
AGUIAR, Aline Freire De Souza. Problematizações sobre a transição escolar para os anos finais do Ensino Fundamental: espaços, tempos e relações pedagógicas. 2021. 152 f. Dissertação (Mestrado em Educação) - Programa de Pós-graduação em Educação, Instituto de Educação, Universidade Federal do Rio Grande, Rio Grande, 2021.