A Representação do Espaço Escolar e as Diferentes Percepções das Crianças do 5º ano do Ensino Fundamental sobre sua Escolarização.
Data
2021-03-05
Autores
Silva, Juliana 
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este Trabalho de Conclusão de Curso tematiza a representação do espaço escolar para crianças, tendo como objetivo investigar a importância da escola para os alunos, conhecer “mais de perto” o que as crianças consideram relevante, como elas “se classificam” dentro desse contexto formativo que é o ambiente escolar. O problema a ser investigado neste projeto é: compreender a representação/significado que o espaço escolar tem para as crianças do 5º ano do ensino fundamental. Realizamos de forma remota entrevistas com oito crianças com média de 11 anos, de escolas públicas e particulares, com um roteiro de vinte questões, abrangendo a vivência e as relações construídas tanto em sala de aula como em outros espaços da escola. A análise das entrevistas nos mostrou que, neste contexto de pandemia e ensino remoto, todas as crianças sentem falta da escola, todas iriam para a escola mesmo que não fosse obrigatório, o que sentem mais falta é dos amigos na hora do intervalo e alguns sentem falta da sala de aula, até mesmo das provas presenciais. Todos os alunos consideraram que a qualidade que eles associam ao bom professor é a paciência, o que remete à gestão do tempo e à atenção que o docente dedica a cada aluno.
This Course Final Paper focuses on the representation of the school space for children, aiming to investigate the importance of school for students, to know “more closely” what children consider relevant, how they “classify themselves” within the school environment as a formative space. The problem to be investigated in this project is: to understand the representation / meaning that the school space has for children in the 5th year of elementary school. We conducted remote interviews with eight children with an average age of 11, from public and private schools, with a script of twenty questions, covering the experience and relationships built both in the classroom and in other school spaces. The analysis of the interviews showed us that, in this context of pandemic and remote education, all children miss school, all would go to school even if it was not mandatory, what they miss most are friends at the time of the break and some feel lack of the classroom, even the face-to-face assessments. All students considered that the quality they associate with a good teacher is patience, which refers to time management and the attention that the teacher devotes to each student.
This Course Final Paper focuses on the representation of the school space for children, aiming to investigate the importance of school for students, to know “more closely” what children consider relevant, how they “classify themselves” within the school environment as a formative space. The problem to be investigated in this project is: to understand the representation / meaning that the school space has for children in the 5th year of elementary school. We conducted remote interviews with eight children with an average age of 11, from public and private schools, with a script of twenty questions, covering the experience and relationships built both in the classroom and in other school spaces. The analysis of the interviews showed us that, in this context of pandemic and remote education, all children miss school, all would go to school even if it was not mandatory, what they miss most are friends at the time of the break and some feel lack of the classroom, even the face-to-face assessments. All students considered that the quality they associate with a good teacher is patience, which refers to time management and the attention that the teacher devotes to each student.
Descrição
Citação
A Representação do espaço escolar para crianças do ensino fundamental