Teachers’ perception of their Fifth Grade Students

Abstract

The nine-year elementary education is a new reality in razilian education and has generated significant challenges especially in the transition to a multi- disciplinary situation involving several teachers. This study investigates the perception by fifth grade teachers of their students regarding behavior and academic performance. Semi-structured interviews were conducted with four teachers of the fifth year, in two private schools in Porto Alegre. Data were analyzed through Bardin Content Analysis. The results showed eight categories: changes in teaching methodology, teacher as a guide, students’ posture, gender differences, fifth year preparing for the sixth year, behavior X school performance, the need for integration of teachers in the fifth year and particularities of students reflecting on school performance. The discussion of the data showed that the objectives of the fifth year are still poorly defined; as well as the need to review this step, emphasizing the transition to a multi-disciplinarity context and strategies involved. Teachers need guidance in dealing with students at the stage of basic education and school psychologist support becomes important to provide a space for listening to the demands experienced by them.