Caracterização dos paradigmas e entraves no processo de transição para o sexto ano do Ensino Fundamental

Abstract

The present research work has the purpose of bringing a reflection on the transposition of the student from the fifth to the sixth year of elementary school. This passage manifests feelings and behaviors inherent to the human being, however inadequate to the school environment. The students come to live with a new school context and with teachers who adopt different positions in relation to previous years. Thus, there will come moments of difficulties, joys and sorrows, fragility in school performance, uncertainties and insecurities. It is rare for teachers to have understanding and understanding of these feelings, generated in the face of uncertainties in order to face the new challenges. In order to obtain the information, a qualitative bibliographic approach was adopted, and in situ observations were made in the elementary schools in Tamandaré (PE). Facing the acquired understanding, it was verified that the arrival of the student to the sixth year brings difficult moments of adaptation, because psychologically it suffers, often by the impatience and the negative postures of the new teachers. This fact causes fear and anxiety in students, because at a very early stage, are starting in the world of adults.

 
Keywords: transition, 6th grade students, elementary school, teacher incomprehension.