O desafio da transição das turmas de 5º ano para o 6º ano do ensino fundamental: o caso da Escola Estadual Domingos Pimenta de Figueiredo

Abstract

This study is developed within the scope of the Professional Master's degree in Management and Evaluation of Public Education (PPGP) of the Public Policies Center and Education Evaluation of the Federal University of Juiz de Fora (CAEd/UFJF). The research presents the management case that discusses the challenge of transitioning 5th-grade classes from the Early Years of Elementary School to the 6th grade of the Final Years of Elementary School at Domingos Pimenta de Figueiredo State School (EEDPF), located in Capelinha town - MG, which presents a variation in performance between these two stages. For this purpose, the general objective of the research is to understand how the transition of students from the 5th to the 6th grade of Elementary School has been occurring in this educational institution between the years 2015 to 2019. The specific objectives of this research are: (i) to describe the transition process of classes from the 5th year of the Early Years of Elementary School to the 6th year of the Final Years of Elementary School at EEDPF; (ii) to analyze the results of evaluations and the pedagogical specificities of the 5th and 6th grades of Elementary School at the Domingos Pimenta de Figueiredo State School; and (iii) to propose an Educational Action Plan (PAE) that aims to collaborate for the transition from the 5th to the 6th-grade students of Elementary School of the institution, in order to enable the good performance and learning by students. For the theoretical discussion, we bring authors such as Gatti (2003), Hoffmann (2000, 2013), Luckesi (2000, 2005), among others. To obtain the data, we used, as methodology, qualitative research through interviews with a semi-structured script with education specialists (supervisors) and questionnaires with teachers from the Early and Final Years and with students who transitioned these stages at school. The research results indicate the need for school management to articulate actions with the several segments of the school community for the implementation of an integrated curriculum proposal capable of meeting the specificities and time of each student. With these analyzes, a PAE was built, and its actions were proposed based on the need to promote better organization and follow-up between the Early and Final Years segments, in order to minimize the drop in student results; to promote greater appropriation and curricular integration in the institution; to provide reflection and exchange of experiences in the pursuit of curricular integration; to integrate the school community through moments like conversation circles; to motivate the protagonism of students through class leaders; to sensitize students to the construction of their life projects.