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Um olhar reflexivo sobre o impacto da transição entre a educação pré-escolar e o 1.º ciclo do ensino básico
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O presente relatório foi realizado no âmbito do Mestrado em Educação Pré-Escolar
(EPE) e Ensino do 1.º Ciclo do Ensino Básico (CEB) da Escola Superior de Educação
do Instituto Politécnico de Santarém. O trabalho está organizado em duas partes
distintas. Na primeira, apresenta-se a experiência decorrente dos estágios, descrevendo
as caraterísticas das instituições, dos grupos de crianças e dos projetos implementados
em cada contexto educativo. A segunda parte é dedicada a uma investigação de
natureza mista, cujo principal objetivo é explorar as transições educativas entre a EPE
e o 1.º CEB. O estudo integrou a participação de Encarregados de Educação (EE)
através de um inquérito por questionário, visando conhecer de que forma apoiam os
seus educandos durante este processo de transição. Complementarmente, foram
realizadas entrevistas a crianças no jardim de infância (JI) e no 1.º ano do ensino básico,
tendo como objetivo perceber a sua perspetiva acerca desta mudança. Adicionalmente,
procedeu-se à análise das narrativas da investigadora principal, construídas a partir dos
diários de bordo, notas de campo e reflexões organizadas de acordo com as quatro
fases de Cunningham (2016). Este processo permitiu compreender de forma mais
aprofundada o envolvimento pessoal e profissional no estudo, bem como identificar
aspetos emergentes da prática que se revelaram relevantes para a investigação. Como
principais resultados do exercício investigativo, evidenciam-se estratégias que
favorecem o processo de transição entre o JI e a escola, beneficiando todos os
intervenientes: crianças, profissionais de educação e famílias. Em consonância com os
objetivos do estudo, este trabalho permitiu aprofundar conhecimentos e desenvolver
competências que, enquanto futura educadora/professora, contribuirão para o
planeamento e a gestão de transições escolares, promovendo o bem-estar das crianças
e potenciando as suas aprendizagens.
This report was carried out within the scope of the Master’s Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education at the School of Education of the Polytechnic Institute of Santarém. The work is organized into two distinct parts. The first part presents the experience gained during the teaching placements, describing the characteristics of the institutions, the groups of children, and the projects implemented in each educational context. The second part is dedicated to a mixedmethods research study, whose main objective was to analyse the transitions and educational disjunctures between Preschool Education and the 1st Cycle of Basic Education. The study included the participation of parents/guardians through a questionnaire survey, aimed at understanding how they support their children during this transition process. Additionally, interviews were conducted with children in preschool and in the 1st year of primary school, in order to understand their perceptions of this change. The narratives of the main researcher were also analysed, based on field diaries, field notes, and reflections, organised according to Cunningham’s four phases (2016). This process made it possible to gain a deeper understanding of personal and professional involvement in the study, as well as to identify emerging aspects of practice that proved relevant to the research. The findings show strategies that support the transition process between preschool and primary school, benefiting all those involved: children, education professionals, and families. In line with the study’s objectives, this work contributed to the development of knowledge and skills which, as a future educator/teacher, will support the planning and management of school transitions, fostering children’s well-being and enhancing their.
This report was carried out within the scope of the Master’s Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education at the School of Education of the Polytechnic Institute of Santarém. The work is organized into two distinct parts. The first part presents the experience gained during the teaching placements, describing the characteristics of the institutions, the groups of children, and the projects implemented in each educational context. The second part is dedicated to a mixedmethods research study, whose main objective was to analyse the transitions and educational disjunctures between Preschool Education and the 1st Cycle of Basic Education. The study included the participation of parents/guardians through a questionnaire survey, aimed at understanding how they support their children during this transition process. Additionally, interviews were conducted with children in preschool and in the 1st year of primary school, in order to understand their perceptions of this change. The narratives of the main researcher were also analysed, based on field diaries, field notes, and reflections, organised according to Cunningham’s four phases (2016). This process made it possible to gain a deeper understanding of personal and professional involvement in the study, as well as to identify emerging aspects of practice that proved relevant to the research. The findings show strategies that support the transition process between preschool and primary school, benefiting all those involved: children, education professionals, and families. In line with the study’s objectives, this work contributed to the development of knowledge and skills which, as a future educator/teacher, will support the planning and management of school transitions, fostering children’s well-being and enhancing their.
Descrição
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Palavras-chave
1.º Ciclo do Ensino Básico Educação Pré-Escolar Bem-estar e envolvimento Famílias Transição. Year 1 of Basic Education Early Childhood Education Well-being and Engagement Families Transition
Contexto Educativo
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Licença CC
Sem licença CC