O papel da timidez no processo de aprendizagem.

Abstract

The aim of this study is to investigate the role of shyness in the learning process in elementary education, from the perspective of some theorists Vygotsky, Zimbrado, Albissetti, Crawford, Taylor and Echeburúa, in which the concept of shyness and its causes and effects are discussed and the importance of inserting this theme into academic and scholarly environments. This study aims to know the factors that contribute to the development of shyness in elementary school students, by observing these students in the classroom, to make a diagnosis of the class and to identify students with learning difficulties from shyness. The methodology used was the qualitative research, having as a data collection instrument, a semistructured questionnaire, applied to (1) a teacher and (24) twenty four students with ages ranging from 10 to 12 years, from a group of the 5th grade of elementary school, of a municipal school, in the city of Marizópolis-PB. The research sought to identify shy students; the moments in which they feel more withdrawn; if shyness prevented them from participating in any school activity; and how they behave in presentations or in events promoted by the school; or still feel some difficulty speaking in public, among other questions, in addition to the teacher questionnaire. According to the research carried out, only 20 students participated, since 4 students missed the class. Of the 20 students surveyed, 11 students declared themselves shy, they are only those that will be analyzed, 7 students said not to be shy and 2 students did not respond when arriving at some conclusions: that most of the students are shy, eleven students, seven asks for help to the teacher, in some doubt. It also concludes that more than half of the students, that is, six of eleven students, affirmed that there are moments of greater intensity of the shyness. In relation to the student leaving to participate in some activity in the school, eight of a total of eleven students commented that they stopped participating in work that requires contact with colleagues because they feel withdrawn. Concerning the difficulty of speaking in front of an audience, the numbers of the current research showed that of the twenty students surveyed, ten said they had difficulties speaking in public or participating in presentations at the school, which represents half of the students.