Methods of study/promotion of school success in the 4th/5th year transition.

• Main Author: Susana Jardim
• Format: Article
• Language: Spanish
• Published: Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad 2019-12-01
• Series: INFAD
• Subjects: métodos de estudo; (re)organização socioemocional; desenvolvimento mental; sucesso escolar; educação inclusiva
• Online Access: http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1672
• ISSN: 0214-9877; 2603-5987

This article brings together the research/reflection, treats/configures elements in the approach to the Methods of Study/Promotion of School Success in the Transition 4th/5th years under the general theme of thinking about teaching practices, in NEE, mental area, without neurological/ sensory defect in particular. The basic/secondary-school transition leads to changes in the school environment in paral- lel with the physical/emotional/social changes of adolescence, for some children it marks a drop in school drop-out rates. The methodology of teaching in the 2nd cycle, with the increase/ demand of the disciplines/time load, may require that both do their part in the learning process and diligence more the intellectual capacities/clearance and depend less on the teacher/supports, as well as the study demands change/adaptation. For some authors, in the training-mechanic educational work, the development of functions is not carried out in the maximum possibilities, teaching must propose to boost/advance development, to act on that non-formed, to activate/expand new internal processes. For others, in the inability/difficulties to learn, there are not only dysfunctional relational-emotional aspects of personality such as difficulties in the I-Caregiver relationship, they extend setbacks in the mental functions/ functioning, they make school learning difficult. Thus, in order to successfully learn in the study /schooling, the inclusive educational solution determines the psychotherapeutic treatment in order to guarantee the effects of socio-emotional reorganization/school relearning/mental development.