O que dizem os alunos sobre as relações interpessoais na passagem do 5º ao 6º ano

• Autor(a) principal: Silva, Daniela Tenório da
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/40794
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL; Escola pública; Ensino Fundamental; Relações Interpessoais; Passagem do 5° ao 6° ano; Afetividade; Public school; Middle School; Interpersonal relationships; Transition from 5th to 6th grade; Affection

This research aimed to investigate the transition from 5th to 6th grade, by listening to students experiences, and the importance of interpersonal relationships at school in such period, seeking to identify the most significant characters and how such relations happens during the transition. The production of Information used three different instruments: conversation circle; writing a letter to a former teacher, explaining how they are relating to teachers, classmates and Other school members in 6th grade and telling about a class they had enjoyed and why; production of a drawing expressing how they felt about going to 6th grade. The participants of the research are six students enrolled in 6th at the Public School System of the city of São Paulo who were chosen by the school coordinator. The objectives of this research were: to acknowledge the students’ view about their transition from 5th to 6th grade; to analyze their speeches in Search of the most significant characters for them in this period; and identify the factors that contribute with the establishment of relationships that promote well-being at school or that cause insecurity discomfort. A qualitative approach was used and analysis and discussion of data was based on the theoretical framework of Henri Wallon’s psychogenetics, as well as his researchers. His approach understands individuals within their social and physical environments, considering the integration organism/means and functional domains affectivity, movement, intelligence and the person. The core of such theory is in the child’s interaction with the environment, which complements organic and social-cultural factors. This research has highly personal significance, as well as social relevance for bringing light to a transition moment in the schooling process that has been a source of concern for both students and teachers