O 6º ano do ensino fundamental: competências socioemocionais e metodologias ativas como estratégias para superar os desafios da transição escolar

Abstract

The present study arose from the challenges faced by students and teachers in relation to the 6th year of Elementary School, a transition phase and relevant changes in different aspects of the school experience. The general objective is to analyze the main challenges of students in the 6th year of Elementary School by proposing methodological strategies that foster meaningful learning, autonomy, overcoming the challenges pertinent to this stage of school transition. Thus, it is outlined by a qualitative research methodology based on bibliographic analysis, based mainly on educational legislation in Brazil, such as the National Education Guidelines and Bases Law (LDB/1996), the National Curricular Guidelines for Basic Education (DCNs/ 2013), the National Common Curricular Base (BNCC/2018), among others, and authors such as Vygotsky (2000), Freire (2013), Plácido (2017), Bacich and Morán (2018), Libâneo (1994), Santos (2016 ), Nogueira and Reis (2021), Piaget (1977), among others. To this end, the research made it possible to establish relationships between the challenges of this phase of school training and how dialogue with different languages, with emotions and the use of active methodologies, can contribute to minimizing them, making students protagonists of transformation.