A transição do 5º para o 6º ano do Ensino Fundamental: reflexões em torno do ensino de Matemática na cidade de Santana da Boa Vista, RS

Abstract

This research, linked to the Postgraduate Program in Mathematics Education (PPGEMAT) of the Federal University of Pelotas (UFPEL), has the general objective of analyzing, through narratives, the perceptions and experiences of 6th grade Mathematics teachers of Elementary School in the city of Santana da Boa Vista, Rio Grande do Sul, aiming to understand the challenges and pedagogical strategies adopted in the context of the transition from the Initial Years of Elementary School to the Final Years of Elementary School. At this stage, there is a framework of changes in the curricular structure proposed to students, so that we can infer what teachers say about their experiences acquired when teaching Mathematics to these students in the sixth grade. The research adopts a qualitative approach, using as investigative material, semi-structured interviews with four licensed Mathematics teachers who teach in the Final Years in the city of Santana da Boa Vista, RS, and a survey was carried out of the research that dealt with the transition from the Initial Years of Elementary School to the Final Years of Elementary School in recent years and based on the interviews conducted and the research material found, it was put into discussion in the analysis of this research. The research analysis method is based on the field of Mathematics Education. However, in order to understand the main categories of analysis that emerge from the narratives of the interviewees, it is essential to perceive memory as a producer of meanings and senses. In this process, elements that are recurrent stand out and therefore must be observed with greater attention. Another aspect to be highlighted is the capacity for enunciated force, that is, statements that, even though singular, stand out within the context due to their intensity. Based on the material produced from the collaborators' speeches and the research carried out, the analyses highlight the main challenges faced by 6th grade Mathematics teachers during the transition of students from the Early Years to the Final Years of Elementary School. According to the interviewees, this change requires an understanding of multiple dimensions of the educational process. This transition period is particularly critical, as students need to deal not only with the increased complexity of mathematical content, but also with a transformation in the pedagogical approach and academic expectations. This new stage demands effective strategies from teachers to facilitate students' adaptation and ensure continuous and meaningful learning. It is concluded that teachers need specific training to act in the transition from the Initial Years of Elementary School to the Final Years of Elementary School, mainly in the curricular component of Mathematics, because there are significant changes in the pedagogical approach, in the level of abstraction of the contents and in the skills expected of the students.