A inserção das crianças de seis anos no ensino fundamental de nove anos: uma estratégia para delicadamente iniciar relacionamentos e comunicações

• Ano de defesa: 2017
• Autor(a) principal: Canever, Eliege Alves Demetrio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Ensino fundamental de nove anos; Crianças; Inserção; Relações sociais
• Link de acesso: https://repositorio.animaeducacao.com.br/handle/ANIMA/3536

The process of insertion of children six years in the first year of elementary education at nine years also requires a greater understanding so that this process accounts for the particularities of children and their ways of living in childhood, which need to be considered when entering this Second stage of basic education. Therefore, the present research, at the master's level, sought to understand the relationships that permeate the entry of children six years in nine-year primary education, based on the concept of insertion that indicates the need for strategies to gently start Relationship in the educational context. In order to deal with this problem, it was defined as methodology the adoption of methodological procedures from ethnography, through written records e photographic records. Field research was carried out in 2016, in the first semester of school, in a public school of the municipal network of the municipality of Braço do Norte / SC, which attended children of partial education from the age of four, and children up to the fifth year of elementary school. The group of children chosen for the research was composed of nineteen children attending the first year of elementary school, and four adults (teachers). To support the research, we used the basic theoretical framework, including the legal documents, mainly the MEC guidelines on nine-year primary education, and authors such as Borba (2007), Bove (2002), Charlot (1998), Cohn (2005), Kramer (1986, 2006, 2011), Kramer and Nunes (2011), Jacques (2014), Nascimento (2007), Sarmento (2002, 2003) and Teixeira (2007) among others. A survey of the production of theses and dissertations on the subject contributed with the purpose of seeking subsidies for the reflections and possible contributions, giving consistency to the research. For the analysis of the data derived from the emerging categories, both the theoretical framework and the field of research, we used the Content Analysis Technique as a methodological procedure. For the definition of the categories, scenes, episodes or situations recurring or absent were grouped in the field records, resulting in three categories of analysis: a) relationships between the teacher and the children; b) relationships between children and; c) relationships between school and families. In the category of relations between the teacher and the children, the teacher was able to propose a warm and safe environment for the children, permeated by the relationships, but also presenting limitations from the educational context. In the category of relationships among children, jokes arise as potentialities for relationships and the process of insertion in elementary education. Directing the look at the third category, the relations between school and families, there was a great lack of strategies that glimpsed the closer ties between these two segments. The invisibility present in these relationships leads to a loss of their potentialities and relevance for the insertion of six-year-olds children’s in nine-year primary school, which focuses on strategies to gently initiate relationships and communications among children, teachers and families in the educational context.