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Publication
Transição entre a educação pré-escolar e o 1.º ciclo do ensino básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.42 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente Relatório de Estágio surgiu no âmbito do Mestrado em Educação Pré Escolar e Ensino do 1.º Ciclo do Ensino Básico e apresenta o percurso efetuado nos
estágios realizados e o trabalho de pesquisa desenvolvido paralelamente. As Práticas
de Ensino Supervisionadas em creche, jardim de infância e 1.º Ciclo do Ensino Básico
constituíram-se como oportunidades de aprendizagem fundamentais e de
desenvolvimento do pensamento crítico relativamente ao meu futuro desempenho
profissional. A necessidade de estudar a transição entre a Educação Pré-Escolar e o 1.º
Ciclo do Ensino Básico emergiu dos contextos de estágio. Efetuou-se uma pesquisa de
natureza qualitativa, tendo sido realizadas entrevistas semiestruturadas a 4 docentes –
2 profissionais da Educação Pré-Escolar e 2 profissionais do 1.º Ciclo do Ensino Básico
–, com o intuito de compreender o processo de transição através da sua perceção.
Escutámos, também, 13 crianças, para uma melhor compreensão dos fatores que
favorecem e/ou afetam a transição entre o jardim de infância e a escola. O exercício
investigativo revelou a necessidade de “cuidar das transições” (Vasconcelos, 2007, p.
45), evitando, deste modo, percursos educativos desarticulados e sem continuidade.
This Internship Report arose within the scope of the master’s degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and presents the path taken in the internships carried out and the research work developed in parallel. The Supervised Teaching Practices in Pre-School Education and 1st Cycle of Basic Education were fundamental learning opportunities and towards the development of critical thinking regarding my future professional performance. The need to study the transition between Pre-School Education and the 1st Cycle of Basic Education emerged from the internship contexts. A qualitative research was carried out, and semi-structured interviews were conducted with 4 teachers – 2 Pre-School Education professionals and 2 professionals from the 1st Cycle of Basic Education – to understand the transition process through their perception. We also listened to 13 children for a better understanding of the factors that favour and/or affect the transition between kindergarten and school. The investigative exercise revealed the need to "take care of transitions" (Vasconcelos, 2007, p. 45), thus avoiding disjointed and uncontinuous educational paths.
This Internship Report arose within the scope of the master’s degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education and presents the path taken in the internships carried out and the research work developed in parallel. The Supervised Teaching Practices in Pre-School Education and 1st Cycle of Basic Education were fundamental learning opportunities and towards the development of critical thinking regarding my future professional performance. The need to study the transition between Pre-School Education and the 1st Cycle of Basic Education emerged from the internship contexts. A qualitative research was carried out, and semi-structured interviews were conducted with 4 teachers – 2 Pre-School Education professionals and 2 professionals from the 1st Cycle of Basic Education – to understand the transition process through their perception. We also listened to 13 children for a better understanding of the factors that favour and/or affect the transition between kindergarten and school. The investigative exercise revealed the need to "take care of transitions" (Vasconcelos, 2007, p. 45), thus avoiding disjointed and uncontinuous educational paths.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
transição articulação curricular continuidade educativa transition curricular articulation educational continuity