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A transição educativa na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico
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Abstract(s)
O presente relatório resulta de todo o trabalho desenvolvido nas unidades curriculares de Estágio Pedagógico I e II, do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.
Os momentos de transição são considerados como uma etapa marcante e essencial na vida da criança. O caminho, entre a casa e a Educação Pré-Escolar e entre esta e o 1.º Ciclo do Ensino Básico, pode ser percorrido, pelas crianças, sem obstáculos se todos os adultos envolvidos comunicarem entre si e implementarem estratégias coerentes e continuadas.
Ao longo do trabalho analisaremos e refletiremos as práticas educativas realizadas em contexto de estágio, na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico, focando, de forma particular, as atividades realizadas com vista à transição educativa entre estes dois níveis de ensino. Em relação à prática pedagógica, aferimos que os objetivos delineados foram atingidos, contudo, existiu uma discrepância nas atividades implementadas ao nível da transição educativa, entre os dois níveis educativos. Na Educação Pré-Escolar, não conseguimos promover mais estratégias pedagógicas de transição, coerentes e continuadas, visto que a escola nesse momento estava em fase de construção e havia outras prioridades. No entanto, ao longo do estágio pedagógico, e mesmo com as poucas atividades proporcionadas, as crianças solicitavam o contacto com os colegas do 1.º Ciclo.
Além disso, de forma a complementar, efetuámos uma pequena investigação, de forma a compreender a importância que é dada por todos os intervenientes envolvidos neste processo, pelos profissionais educativos, designadamente, o educador de infância e o professor do 1.º Ciclo do Ensino Básico e pela família. Para percebermos a perspetiva das crianças e dos alunos sobre este processo, dialogamos com estes sobre o assunto, de forma a que explicitassem as suas expetativas, as suas ideias sobre o processo, os seus receios e que os alunos revelassem as suas vivências no 1.º ano de escolaridade.
Quanto ao estudo, concluímos que, apesar de ser uma temática pouco falada, visto que as metas de aprendizagem e as aprendizagens essenciais que devem ser alcançadas no final de cada nível educativo são mais valorizadas, todos os intervenientes envolvidos neste processo têm a ideia de que é preciso falar neste assunto, de que é preciso promover estratégias, a fim de existirem transições continuadas e naturais.
ABSTRACT: This report is the result of all the work carried out in the Pedagogical Internship I and II curricular units of the Master's Degree in Preschool Education and Primary Education. The moments of transition are considered as a remarkable and essential step in the child's life. The path between home and Preschool Education and between the latter and Primary Education, can be walked unimpeded by children, if all the adults involved communicate with each other, and implement coherent and continuous strategies. Throughout the work we will analyze and reflect the educational practices carried out in the context of internship, in Preschool Education and in the Primary Education, focusing in particular, on the activities carried out with a view to the educational transition between these two levels of education. Regarding the pedagogical practice, we verified that the outlined objectives were achieved, however, there was a discrepancy in the activities implemented at the educational transition, between the two levels. In preschool education, we were unable to promote more coherent and continuous pedagogical transition strategies, as the school was under construction and there were other priorities. However, throughout the pedagogical stage, and even with the few activities provided, the children requested contact with their Primary Education classmates. In addition, to complement each other, we have done a little research in order to understand the importance that is given by all those involved in this process, by the educational professionals, namely the kindergarten teacher and the Primary Education teacher and by family. In order to understand the perspective of children and students on this process, we dialogued with them on the subject, so that they could explain their expectations, their ideas about the process, their fears, and reveal the experiences of the first grade students. Regarding the study, we conclude that, although it is a theme seldom talked about, since the learning goals and the essencial learning that must be achieved at the end of each level of education are more valued, all those involved in this process have the idea that we need to talk about it, that strategies need to be promoted so that there are continuous and natural transitions.
ABSTRACT: This report is the result of all the work carried out in the Pedagogical Internship I and II curricular units of the Master's Degree in Preschool Education and Primary Education. The moments of transition are considered as a remarkable and essential step in the child's life. The path between home and Preschool Education and between the latter and Primary Education, can be walked unimpeded by children, if all the adults involved communicate with each other, and implement coherent and continuous strategies. Throughout the work we will analyze and reflect the educational practices carried out in the context of internship, in Preschool Education and in the Primary Education, focusing in particular, on the activities carried out with a view to the educational transition between these two levels of education. Regarding the pedagogical practice, we verified that the outlined objectives were achieved, however, there was a discrepancy in the activities implemented at the educational transition, between the two levels. In preschool education, we were unable to promote more coherent and continuous pedagogical transition strategies, as the school was under construction and there were other priorities. However, throughout the pedagogical stage, and even with the few activities provided, the children requested contact with their Primary Education classmates. In addition, to complement each other, we have done a little research in order to understand the importance that is given by all those involved in this process, by the educational professionals, namely the kindergarten teacher and the Primary Education teacher and by family. In order to understand the perspective of children and students on this process, we dialogued with them on the subject, so that they could explain their expectations, their ideas about the process, their fears, and reveal the experiences of the first grade students. Regarding the study, we conclude that, although it is a theme seldom talked about, since the learning goals and the essencial learning that must be achieved at the end of each level of education are more valued, all those involved in this process have the idea that we need to talk about it, that strategies need to be promoted so that there are continuous and natural transitions.
Description
Mestrado (Relatório de Estágio), Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 27 de fevereiro de 2020.
Keywords
Criança Educação Pré-Escolar Ensino Básico (1.º Ciclo) Estágio Pedagógico Família Prática Educativa Transição Educativa 1st Cycle of Basic Education Pedagogical Stage Preschool Education
Pedagogical Context
Citation
Vale, Isabel Raposo (2020). "A transição educativa na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico". Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 170 p.. Ponta Delgada: Universidade dos Açores. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/6054>.