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O processo de transição entre a Educação Pré-Escolar e o 1.º Ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.23 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A transição entre ciclos de ensino é descrita pela literatura como um acontecimento de vida que pode ser problemático e desencadear situações de tensão e de fragilidade nas crianças e nas suas famílias. Assim, a adaptação da criança aos novos problemas e desafios vai depender em grande medida das experiências precedentes, assim como da qualidade das experiências vividas na escola de acolhimento. Por isso, professores e pais/encarregados de educação concordam que os momentos de transição devem ser muito bem pensados, de modo a realizarem-se de forma harmoniosa (Bento, 2007).
Este relatório final está organizado em três partes: na primeira é feita uma síntese dos diferentes estágios realizados, onde são descritos os vários contextos e experiências vividas, sendo também realizada uma autoavaliação do percurso de aprendizagem; na segunda parte é apresentado uma pesquisa que emergiu de questões vivenciadas nos estágios, onde se analisou o processo de transição entre a Educação Pré-escolar e o 1.º Ciclo do Ensino Básico; por fim, na terceira e última parte são descritas algumas considerações finais referentes a toda esta experiência.
Como referido anteriormente, a presente investigação teve como propósito conhecer a problemática do processo de transição das crianças entre a Educação Pré-escolar e o 1.º Ciclo do Ensino Básico, num centro escolar, percecionada pelas crianças, respetivos pais/encarregados de educação e docentes. Para o efeito, a pesquisa foi realizada a partir de um estudo de caso e, por isso, recorreu-se à realização de entrevistas às crianças e docentes de ambos os ciclos de ensino e à aplicação do inquérito por questionário aos respetivos pais/ encarregados de educação. Apontou-se para uma metodologia que, apesar de ter contado com indicadores quantitativos, assumiu forte preocupação interpretativa, com o intuito de atingir uma maior profundidade de análise dos processos de pensamento e de ação dos intervenientes na transição escolar.
Dos resultados obtidos foi possível inferir que a transição entre a Educação Pré-escolar e o 1.º Ciclo do Ensino Básico era preparada no interior de cada ciclo de ensino e que as crianças se sentiam, na generalidade, confiantes e preparadas. Esta evidência é também confirmada pelos pais e pelos docentes. No entanto, apesar dos docentes reconheceram que a articulação entre ciclos de ensino promove uma maior continuidade e proporciona uma melhor adaptação, verifica-se que ainda há trabalho a fazer para um melhor desenvolvimento das práticas de articulação que na generalidade são promovidas entre a educação pré-escolar e a escola.
The transition between school cycles is described by literature as a life event that can problematic and create several situations of tension and fragility for the children and in their families. Because of this the adaptation of the child to new problems and challenges will depend, greatly, on previous experiences, as well as the quality of experiences they had in their previous school. Because of this, teachers and parents/guardians agree that transition moments should be well thought out, so that they can be executed harmoniously. (Bento, 2007) This final report is organized in three parts: in the first part, it is made a synthesis of the different internships attended, where are described several contexts and experiences, as well as a self-valuation of the learning experience; in the second part, a study is presented that emerged from questions experience in the internships. Internships that were in schools that the transition process between Pre-School education and 1st cycle education occurred; finally, in the third and last part, the last considerations referent the whole experience are described. As previously stated, the present study has the porpoise to understand the problematic of the transition of schools between children of Pre-school education to the 1st cycle of education, experience by the children, as well as the respective parents/guardians and teachers. To this effect, a research as made based on a case study and, for this reason, several interviews to the children and teachers of both 1st cycle and pre-school were made, as well as a questionnaire to the respective parents/guardians. The methodology aimed, even though it had several quantitative indicators, at a more interpretative approach, with the objective of a deeper analysis of the thought processes and the respective actions of the participants of the school transitions. With the collected results we could conclude that the transition between pre-school education and the 1st cycle are prepared by the actual schools and the children usually felt confident and prepared. This feeling was also shared between the parents and teachers. Despite that, the teachers recognized that articulation between the different school cycles provides better continuity and makes a better adaptation available there is still a great deal off work to be done for a better development od the articulation practices that are, in general, promoted between the pre-school and the regular schooling.
The transition between school cycles is described by literature as a life event that can problematic and create several situations of tension and fragility for the children and in their families. Because of this the adaptation of the child to new problems and challenges will depend, greatly, on previous experiences, as well as the quality of experiences they had in their previous school. Because of this, teachers and parents/guardians agree that transition moments should be well thought out, so that they can be executed harmoniously. (Bento, 2007) This final report is organized in three parts: in the first part, it is made a synthesis of the different internships attended, where are described several contexts and experiences, as well as a self-valuation of the learning experience; in the second part, a study is presented that emerged from questions experience in the internships. Internships that were in schools that the transition process between Pre-School education and 1st cycle education occurred; finally, in the third and last part, the last considerations referent the whole experience are described. As previously stated, the present study has the porpoise to understand the problematic of the transition of schools between children of Pre-school education to the 1st cycle of education, experience by the children, as well as the respective parents/guardians and teachers. To this effect, a research as made based on a case study and, for this reason, several interviews to the children and teachers of both 1st cycle and pre-school were made, as well as a questionnaire to the respective parents/guardians. The methodology aimed, even though it had several quantitative indicators, at a more interpretative approach, with the objective of a deeper analysis of the thought processes and the respective actions of the participants of the school transitions. With the collected results we could conclude that the transition between pre-school education and the 1st cycle are prepared by the actual schools and the children usually felt confident and prepared. This feeling was also shared between the parents and teachers. Despite that, the teachers recognized that articulation between the different school cycles provides better continuity and makes a better adaptation available there is still a great deal off work to be done for a better development od the articulation practices that are, in general, promoted between the pre-school and the regular schooling.
Description
Keywords
transição escolar adaptação articulação estratégias school transition adaptation articulation strategies