Transition to middle school (MS) expressions changes in interpersonal relations and academic demands that can influence the academic achievement of students. This study aimed to evaluate the influence of social skills and perception of school stressors of students as predictors of academic achievement in the transition to the 6th grade of the MS. 214 students (aged 11 to 17 years) participated, of both genders of the 6th grade, of the state of Amazonas. Students answered the Social Skills Inventory for Adolescent and the Inventory of School Stressors. The predictive model indicated that the social skills of assertiveness, empathy and emotional approach and school stressors related to stress related to the student’s role predicted 18% of the academic achievement. The survey data can be used in future interventions with students, their families and teachers.

The study aims at examining the process indicators and evaluating the effects of a Social Skills program in social skills, selfefficacy and social support appraisals of 10 adolescents (age 13-17 years), of communities (slums) of Rio de Janeiro. An exploratory and promotion program in health was conducted with 10 sessions and process evaluation measures and results. The evaluation process included the record of behaviors in a protocol. The participants answered, before and after the intervention, the Social Skills Inventory for Adolescents, the Self-Efficacy Scale and the Social Support Appraisals Scale. The evaluation process revealed confidence indicators between adolescents and researchers. The results showed increased levels of social skills, social support of teachers and self-efficacy. Experimental and follow-up studies should be conducted to confirm the effectiveness of the program.

RESUMO Esta pesquisa tem como objetivo traçar o contexto histórico das revoluções denominadas industriais e os impactos da revolução 4.0 para o mercado de trabalho. A indústria 4.0 dos dias atuais trouxe a descentralização de processos, da Era dos sistemas ciber-físicos. Nesta Era, competências comportamentais são exigidas, tais como flexibilidade, criatividade, capacidade de julgar e tomar decisões, autogerenciamento do tempo, mentalidade orientada para a aprendizagem, bem como competências sociais: habilidade de trabalhar em equipe, comunicação, liderança, capacidade de transferir conhecimento. A metodologia empregada foi a pesquisa qualititativa por meio do acesso de referenciais que abordam o tema. Os impactos do modelo para o mercado de trabalho apontam um cenário de flexibilização dos vínculos formais de emprego e formas atípicas de trabalho relacionadas ao panorama das recentes mudanças na legislação trabalhista no Brasil e como os países têm buscado discutir a questão.