Entre pontes e abismos: a transição do ensino fundamental para o ensino médio integrado sob o olhar de alunos ingressantes

• Ano de defesa: 2022
• Autor(a) principal: Cunha, Jessica de Almeida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; Campus Manaus Centro; Programa de Pós-Graduação em Educação Profissional e Tecnológica (ProfEPT); Instituto Federal do Amazonas; IFAM
• Palavras-chave em Português: Transição escolar; Ensino Médio Integrado; Educação Profissional e Tecnológica; Ensino Fundamenta; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.ifam.edu.br/jspui/handle/4321/871

The paper addresses the phenomenon of school transition between Elementary Education and Professional and Technological Education of Integrated High School. The subject was chosen after reflections on the matter during the Graduate Program in Professional and Technological Education. It aims to understand the way that students from the Public Schools of Manaus-AM (Brazil) perceive their transition from Elementary Education to Technical and Professional Education at the Campus Manaus Centro of the Federal Institute of Education, Science and Technology of Amazonas (IFAM-CMC). The research site was the Campus Manaus Centro of the Institute, and the subjects were 13 students entering technical courses in Chemistry and Informatics of Integrated High School. By a qualitative approach, data were collected through individual interviews, observation and field diaries, in order to better understand the investigated phenomenon. To analyze the data, this paper uses the Textual Discursive Analysis, which provided the result of the metatext entitled “Building bridges and crossing abysses: the phenomenon of transition from Elementary Education to Integrated High School”. The investigation points that the differences found between Elementary Education and Integrated High School are related to the difficulties encountered by students in this transition, and constitute what is called “abysses". It shows the workload and school curriculum as differences pointed out by students, and the routine, the personal organization, insecurities and loneliness when joining the IFAM-CMC as difficulties. The support of family and friends, the preparation carried out by the Elementary Schools, as well as the welcoming carried out by the Integrated High School are the “bridges” that facilitate that crossing. Based on that information, the Educational Product “Chilling at IFAM: a guide for newcomers in the Integrated High School” was created with the purpose of helping students in their transition from Elementary Education to Integrated High School at IFAM-CMC, providing information to students to solve the main challenges found in this research. It suggests that when moving from Elementary Education to Integrated High School, one should always try to facilitate the journey, reducing abysses and strengthening bridges.