Um novo olhar da gestão para o ensino fundamental: propostas para as turmas em transição de ciclos

Abstract

This dissertation was developed within the scope of the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The studied management case discussed the students' change of posture towards the learning process in the transition from the Complementary Cycle - 5th Year to the Intermediate Cycle - 6th Year, observing an drop in learning beyond the change in the behavior of students, who become more unruly in the classroom from the Final Years of Elementary School. The objectives defined for this study were to analyze the main impacts of the transition process from the 5th to the 6th Year of Primary Education, to describe the problem of students' adaptation and the impacts of the transition between the school cycles, to analyze which pedagogical strategies can be modified and / or rebuilt to effectively and qualitatively meet the transitional stage researched and propose new pedagogical actions that will enable the improvement of this service, with the involvement of all agents conducting the teaching and learning process. Student adaptation during transitions between school cycles is the cut between the causes of school failure. Thus, the following question directed the study: How do the actions that the school focus of this research implement to deal with the transition of students of the 5th Year and who, the following year, begin the 6th Year of the EF and who shares the team manager and pedagogy of the research focus school can act to minimize the impacts arising from the transition of students from the Complementary Cycle to the EF Intermediate Cycle? The methodology used to perform the research has a qualitative approach and was carried out from a case study, and as instruments the field observation, focus group and documentary analysis, which presented the positioning of authors who discuss the student adaptation, the transition between school cycles, indiscipline and school failure. The main conclusions of the analysis confirmed the initial hypotheses, pointing to: difficulties of adaptation of students and teachers in the entry to the 6th year of the EF; lack of a pedagogical proposal that articulates strategies to minimize the impacts arising from the transition between the school cycles, being these impacts: drop in school performance, disinterest, lack of discipline, repetition, evasion, among others; the transition as a conflictive period both in the learning process and in the human development of the pupils who are reaching adolescence; pedagogical fragility of Early Childhood Education and Early Years of EF, generating curricular and pedagogical discontinuity between the educational networks; the indiscipline in the classroom being raised as one of the main obstacles to the accomplishment of an effective pedagogical work; learning difficulties associated with sociocultural, economic, pedagogical, psychological, family factors and the diversity of educational problems; and the lack of physical structure of the researched school. Like this,the result of the research served as input for the construction of an Educational Action Plan, which aims to help the investigated school to reduce the impact of school transitions, especially in relation to the beginning of the EF Final Years, since these impacts have a direct reflection on the continuity and in the completion of the students' trajectory.