Uma criança pequena em uma escola de grandes: sentimentos e emoções no ingresso do ensino fundamental de nove anos

• Autor(a) principal: Garcia, Yuska Natasha Bezerra Felício
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/16046
• topic: Ensino fundamental de nove anos; Sentimentos; Criança de seis anos; Henri Wallon; Nine years high school; Feelings; The six years old child; CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL

This present research had as main problem to investigate the feelings and emotions of the educators in their work with the students of six years old that are into the nine years High School, as well the six years old students feelings and emotions into this period of admission that represents to them a transition between Pre-School and High School, so giving subsidies to the student and teacher s comprehension, so their interaction and the place of affection in teaching-learning process. For having as priority to investigate the affect dimension, the theoretical framework chosen was the Henri Wallon s development theory. This research had a qualitative approach and, for the information production, were first done interviews with two High School s teachers that have been teaching from the past years in old eight years High School first grade period that the students had seven years old followed by a continuous observation of two classes with 45 students at all, witch in the first one were 24 students and in the second one 22 and their teachers with their daily school dynamics. From the observations done, it was created episodes and boards to help analysis and information discussion. The main results founded were: 1) The most of the feelings and student s inducing situations were related to the teacher; 2) the pleasant students feelings referent to the first grade s experience were preponderant, which was the opposite of the unpleasant feelings; 3) the new High School s system adaptation wasn t only for the kids, but for families, teachers and for the educational institutions, as well; 4) the students expectations of reading and writing outperforms all the existing gaps inside High School. It is concluded there is the necessity of adaptation into the school, as a physical place, to receive those children as better they can and minimize the differences in this period of basic education to pre-school transition process, so the necessity of the teachers - no matter what year they teach - to demonstrate affection, comprehension and flexibility with their students, to favor the teaching-learning process and to remain success on the fulfillment of school s functions