Transições escolares de crianças do ensino fundamental I para o fundamental II: experiências e impactos na aprendizagem dos estudantes

Abstract

This study deepens the understanding of school transitions in Elementary School, focusing on students' experiences and the impacts of these transitions on learning. Observations in the Pedagogical Residency Program highlight the importance of pedagogical practices and emotional support. The qualitative research, carried out mainly in a municipal school in Manaus, used a methodology based on a socio-historical perspective based on the construction of centers of meaning and meanings. As collection instruments, we used the writing of letters by students, which were analyzed taking into account their experiences during the school transition. The results show that friendship, communication with teachers, family support and adaptation to the school environment are crucial for a successful transition. Students with greater emotional and pedagogical support adapt better and have a more positive educational experience. The study suggests future research with broader and more diverse samples, in addition to other methods, and highlights the importance of pedagogical practices that integrate students' academic and emotional development, contributing to a more welcoming and effective educational environment. Keywords: School Transitions, Learning, Students, Pedagogical