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A Transição do Pré-Escolar para o 1º Ciclo do Ensino Básico
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| 25.25 MB | Adobe PDF |
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Abstract(s)
O presente Trabalho Final de Mestrado (TFM) foi realizado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico (CEB), ministrado pelo Instituto Superior de Educação e Ciências, e tem como principal objetivo aprofundar o conhecimento sobre a temática do processo de transição entre a Educação Pré-Escolar e o 1.º ano do 1.º Ciclo do Ensino Básico, de forma a compreender os conhecimentos e conceções dos Educadores de Infância e dos Professores do 1.º Ciclo do Ensino Básico sobre o processo de transição e as perceções das crianças e alunos.
Esta temática foi selecionada por considerar-se ser um tema crucial na formação dos Educadores e Professores, pois esta transição tem um impacto enorme na vida das crianças, e os Educadores e Professores podem fazer toda a diferença.
Em relação à metodologia, optou-se pela utilização de uma metodologia mista, pois os dados foram recolhidos através de entrevistas às educadoras, professoras e coordenadora de estabelecimento de um determinado estabelecimento de ensino, um jogo com os alunos que estão a frequentar a Educação Pré-Escolar e que vão para o 1.º ano e os alunos de uma turma do 1.º ano de escolaridade.
Considera-se que as professoras e as educadoras, atribuem um papel determinante ao processo de transição. Ainda assim, consideram que, para que esta transição seja efetiva e positiva, é necessário que se desenvolva um maior trabalho colaborativo entre os docentes, mais dinâmicas e maior interação com as famílias. Esta articulação entre todos os intervenientes acontece, contudo apenas em momentos pontuais, devendo ser mais frequentes.
As crianças que vão frequentar o 1.º ano de escolaridade no ano letivo 2024/2025, sentem maioritariamente orgulho pelas aprendizagens que vão adquirir e um pouco de insegurança. Os alunos que estão a frequentar o 1.º ano de escolaridade, sentem saudades da educadora, mas gostam bastante da professora titular e de todas as aprendizagens que estão a adquirir.
The present Final Master's Thesis (FMT) was conducted as part of the Master's Programme in Preschool Education and Teaching for the 1st Cycle of Basic Education (CEB), administered by the Higher Institute of Education and Sciences. Its primary aim is to delve into the understanding of the transition process from Preschool Education to the 1st year of the 1st Cycle of Basic Education, with the overarching goal of comprehending the insights and perceptions of Preschool Educators and 1st Cycle Teachers regarding the transition process and their role therein. This theme was chosen due to its perceived pivotal importance in the professional development of Educators and Teachers, given the profound impact this transition exerts on children's lives, where the involvement of Educators and Teachers can prove transformative. Regarding the methodology, we choso to use a mixed methodology, as the data was collected through interviews with educators, teachers and the school coordinator of a given educational establishment, a game with students going to 1st grade year and students from a class currently attending the 1st year. Teachers and educators atribute a determining role to the transition process. Even so, they consider thet, for this transition to be effective and positive, i tis necessary to develop greater collaborative work between teachers, more dynamics and greater interaction with families. This articulation between all participants occurs, howerever only at specific moments, and should be more frequente. Children who will attend the 1st year of school mostly feel pride in the learning they will acquire and a little insecury. Students who are in the 1st year miss their previous teacher, but they really like the new teacher and all the learning they are acquiring.
The present Final Master's Thesis (FMT) was conducted as part of the Master's Programme in Preschool Education and Teaching for the 1st Cycle of Basic Education (CEB), administered by the Higher Institute of Education and Sciences. Its primary aim is to delve into the understanding of the transition process from Preschool Education to the 1st year of the 1st Cycle of Basic Education, with the overarching goal of comprehending the insights and perceptions of Preschool Educators and 1st Cycle Teachers regarding the transition process and their role therein. This theme was chosen due to its perceived pivotal importance in the professional development of Educators and Teachers, given the profound impact this transition exerts on children's lives, where the involvement of Educators and Teachers can prove transformative. Regarding the methodology, we choso to use a mixed methodology, as the data was collected through interviews with educators, teachers and the school coordinator of a given educational establishment, a game with students going to 1st grade year and students from a class currently attending the 1st year. Teachers and educators atribute a determining role to the transition process. Even so, they consider thet, for this transition to be effective and positive, i tis necessary to develop greater collaborative work between teachers, more dynamics and greater interaction with families. This articulation between all participants occurs, howerever only at specific moments, and should be more frequente. Children who will attend the 1st year of school mostly feel pride in the learning they will acquire and a little insecury. Students who are in the 1st year miss their previous teacher, but they really like the new teacher and all the learning they are acquiring.
Description
Keywords
Transição; Educação Pré-Escolar; 1.º Ciclo do Ensino Básico; Educadores/as de infância; Professores/as do 1.º CEB; Trabalho colaborativo; Estratégias. Transition; Preschool Education; 1st Cycle of Basic Education; Preschool Educators; 1st Cycle Teachers; Collaborative engagement; Estrategies