Representações sociais de alunos sobre a transição do 5º para o 6º ano do Ensino Fundamental e a Educação Física.
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Data
2019-02-28
Autores
Siqueira, Naiara Martins da Silva
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Universidade Estadual Paulista (Unesp)
Resumo
A transição do Ensino Fundamental I para o Ensino Fundamental II é marcada por mudanças estruturais, curriculares e na vida escolar dos alunos. Tais alterações inferem não somente na transição de um ciclo de ensino para outro, mas no ambiente escolar, nas estruturas físicas, nas orientações pedagógicas, nos cenários sociais, nas demandas emocionais, etc. Neste sentido, os objetivos desta pesquisa foram analisar as representações sociais dos alunos sobre a transição do 5º para o 6º ano e a Educação Física. Considerando que a transição do 5º para o 6° ano revela um momento peculiar do Ensino Fundamental, a compreensão deste cenário pode nos ajudar a efetivar uma prática pedagógica atenta a estas questões, contribuindo assim para minimizar tais enfrentamentos e consolidar um processo de ensino mais adequado aos alunos. A presente pesquisa é de caráter qualitativo, mantendo um contato direto com a situação e o contexto nos quais os fenômenos ocorrem. Os participantes do estudo foram 67 alunos de 5º e 6º anos do Ensino Fundamental de três escolas públicas estaduais da cidade de Bauru. Para a coleta de dados foi feita entrevista com os alunos envolvidos nesses ciclos. As representações sociais são saberes socialmente elaborados por determinado grupo e que permitem compreender um contexto social, histórico e material. Através das representações sociais, a análise dos dados aponta que no 5º ano os alunos já manifestam sobre a transição para o 6º ano como um momento difícil. Ao entrarem no 6º ano, a sensação de transição e mudança foi percebida por todos os alunos entrevistados. A escola mostrou-se um ambiente de intensas relações pessoais e com um convívio desafiador, evidenciados pela dificuldade de fazer amigos e relacionar-se no recreio. As novas responsabilidades, tarefas, cadernos e a troca de professores a cada 50 minutos também marcaram esse fase escolar. Com relação à Educação Física no 6º ano, observa-se o excesso de aulas na sala, textos e apostila, contudo a relação professor/aluno bem como a metodologia, conciliando teoria e prática, se mostrou importante para assegurar a participação e o interesse dos alunos pelas aulas. Os alunos sugerem que a escola e os professores façam um momento de acolhida, apresentação e socialização para amenizar as dificuldades desse processo de transição. Concluímos que quanto mais a escola, os professores e funcionários tiverem conhecimento sobre os alunos e as problematizações que cercam a transição entre o 5º e o 6º ano, mais satisfatório será o andamento das aulas e o convívio no ambiente escolar.
The transition from Elementary School I to Elementary School II is marked by structural, curricular and school changes in students. These changes infer not only the transition from one teaching cycle to another, but also in the school environment, in physical structures, in pedagogical orientations, in social settings, in emotional demands, etc. In this sense, the objectives of this research were to analyze the social representations of the students about the transition from the 5th to the 6th year and Physical Education. Considering that the transition from the 5th to the 6th year reveals a peculiar moment of Elementary Education, understanding this scenario can help us to implement a pedagogical practice attentive to these questions, thus helping to minimize such confrontations and consolidate a more appropriate teaching process to the students. The present research is of qualitative character, maintaining a direct contact with the situation and the context in which the phenomena occur. The study participants were 67 5th and 6th grade elementary students from three state public schools in the city of Bauru. For the data collection, an interview was made with the students involved in these cycles. Social representations are socially elaborated knowledge by a certain group and that allow to understand a social, historical and material context. Through the social representations, data analysis shows that in the 5th year students already express about the transition to the 6th grade as a difficult moment. As they entered the 6th year, the sense of transition and change was perceived by all students interviewed. The school was an environment of intense personal relations and a challenging conviviality, evidenced by the difficulty to make friends and to relate in the recreation. The new responsibilities, tasks, notebooks and the exchange of teachers every 50 minutes also marked this school stage. Regarding Physical Education in the 6th year, there is an excess of classes in the room, texts and handouts, but the teacher / student relationship as well as the methodology, conciliating theory and practice, proved important to ensure the participation and interest of the students. students by class. Students suggest that the school and teachers make a moment of welcome, presentation and socialization to ease the difficulties of this transition process. We conclude that the more the school, teachers and staff have knowledge about the students and the problematizations surrounding the transition between grades 5 and 6, the more satisfactory the progress of classes and the conviviality in the school environment.
The transition from Elementary School I to Elementary School II is marked by structural, curricular and school changes in students. These changes infer not only the transition from one teaching cycle to another, but also in the school environment, in physical structures, in pedagogical orientations, in social settings, in emotional demands, etc. In this sense, the objectives of this research were to analyze the social representations of the students about the transition from the 5th to the 6th year and Physical Education. Considering that the transition from the 5th to the 6th year reveals a peculiar moment of Elementary Education, understanding this scenario can help us to implement a pedagogical practice attentive to these questions, thus helping to minimize such confrontations and consolidate a more appropriate teaching process to the students. The present research is of qualitative character, maintaining a direct contact with the situation and the context in which the phenomena occur. The study participants were 67 5th and 6th grade elementary students from three state public schools in the city of Bauru. For the data collection, an interview was made with the students involved in these cycles. Social representations are socially elaborated knowledge by a certain group and that allow to understand a social, historical and material context. Through the social representations, data analysis shows that in the 5th year students already express about the transition to the 6th grade as a difficult moment. As they entered the 6th year, the sense of transition and change was perceived by all students interviewed. The school was an environment of intense personal relations and a challenging conviviality, evidenced by the difficulty to make friends and to relate in the recreation. The new responsibilities, tasks, notebooks and the exchange of teachers every 50 minutes also marked this school stage. Regarding Physical Education in the 6th year, there is an excess of classes in the room, texts and handouts, but the teacher / student relationship as well as the methodology, conciliating theory and practice, proved important to ensure the participation and interest of the students. students by class. Students suggest that the school and teachers make a moment of welcome, presentation and socialization to ease the difficulties of this transition process. We conclude that the more the school, teachers and staff have knowledge about the students and the problematizations surrounding the transition between grades 5 and 6, the more satisfactory the progress of classes and the conviviality in the school environment.
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Palavras-chave
Transição, Ensino Fundamental, Educação Física, Transition, Elementary School, Physical Education