| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.83 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A presente dissertação de mestrado tem como tema a problemática da transição e da
articulação curricular entre o jardim de infância e a escola primária. Os resultados de
estudos levados a cabo por autores conceituados apresentam-nos a transição e articulação
entre os ciclos educativos como um processo fundamental para o futuro desenvolvimento
do indivíduo e das suas aprendizagens ao longo da vida. Mas deixam igualmente
transparecer uma preocupação generalizada relativamente à forma como este processo é,
ou não, efetivado pelos atores educativos, até porque “os professores podem fazer uma
grande diferença na vida das crianças” (Merrifield, 2016, p. 181).
Num primeiro momento, enquadramos a problemática, analisando a Educação Pré Escolar e o 1.º ano do 1.º Ciclo do Ensino Básico pondo a descoberto os vínculos e
relações de complementaridade entre ambos os ciclos educativos. Fundamentámos ainda
este estudo em abordagens históricas e sociológicas, pois o passado sempre influenciou o
presente e o futuro, e os contextos são fundamentais para a compreensão da realidade. Na
segunda fase e, na mesma linha de pensamento, a investigação foi feita com base na
experiência dos próprios atores da ação educativa, fonte inesgotável de testemunhos
preciosos para uma melhor percepção dos factos. Recorremos para isso a diferentes
escolas, do ensino público e privado, de modo a obtermos alguma heterogeneidade nos
dados recolhidos.
Seguidamente apresentamos opções metodológicas que se pautam por um método
misto de análise quantitativa e qualitativa cruzando dados recolhidos através de inquéritos
por questionário difundidos por todo o Portugal continental e entrevistas levadas a cabo em
escolas do ensino público e privado na área da grande Lisboa. Os resultados obtidos
revelam que, de um modo geral, existe uma tendência crescente para a melhoria da prática
da transição e da articular curricular entre a educação pré-escolar e o 1.º ciclo. No entanto,
muito trabalho ainda há a fazer, nomeadamente no que diz respeito à planificação e à
criação de estruturas para a consecução dos objetivos, à formação dos docentes e à
monitorização da mudança, no sentido de não deixar que a permeabilidade entre níveis
educativos incorra na antecipação de práticas pedagógicas.
The core subject of this master thesis is the transition and curricular articulation from pre-school to primary school. The findings of studies carried out by renowned authors present this transition and articulation between educational levels as a fundamental process for the individual’s future development and learning acquisitions throughout his/her own life. But they also show a widespread concern over the way how this process is – or is not – carried out by the educational players because “teachers may have a huge difference upon the children’s lives” (Merrifield, 2016, p. 181). Firstly we shall approach the issue analyzing pre-school and primary education pointing out the links and relationships between both education levels. We have based this study on historical and sociological approaches because the past has always influenced the present and the future, and these contexts are paramount to understanding reality. On a second stage and always following the same path, the research was done according to the players’ experience, as inexhaustible source of priceless accounts for a better fact understanding. In order to obtain heterogeneous data we have analyzed various public and private schools. Secondly we shall present methodological options based upon a mix method of quantitative and qualitative analysis, crossing data collected through questionnaires released in the whole country and interviews carried out in public and private schools in the greater Lisbon area, in Portugal. Results show a growing trend to improving the transition and curricular articulation between pre-school and primary school. There is still however a lot to be done, namely in what concerns structure planning and creation to achieve set goals, teacher training and change monitoring as to prevent the permeability between different education levels to carry out early reading and spelling activities.
The core subject of this master thesis is the transition and curricular articulation from pre-school to primary school. The findings of studies carried out by renowned authors present this transition and articulation between educational levels as a fundamental process for the individual’s future development and learning acquisitions throughout his/her own life. But they also show a widespread concern over the way how this process is – or is not – carried out by the educational players because “teachers may have a huge difference upon the children’s lives” (Merrifield, 2016, p. 181). Firstly we shall approach the issue analyzing pre-school and primary education pointing out the links and relationships between both education levels. We have based this study on historical and sociological approaches because the past has always influenced the present and the future, and these contexts are paramount to understanding reality. On a second stage and always following the same path, the research was done according to the players’ experience, as inexhaustible source of priceless accounts for a better fact understanding. In order to obtain heterogeneous data we have analyzed various public and private schools. Secondly we shall present methodological options based upon a mix method of quantitative and qualitative analysis, crossing data collected through questionnaires released in the whole country and interviews carried out in public and private schools in the greater Lisbon area, in Portugal. Results show a growing trend to improving the transition and curricular articulation between pre-school and primary school. There is still however a lot to be done, namely in what concerns structure planning and creation to achieve set goals, teacher training and change monitoring as to prevent the permeability between different education levels to carry out early reading and spelling activities.
Description
Keywords
Transição Articulação curricular Interação entre docentes Relação com os pais e EE Transition Curricular articulation Interaction between teachers Relationship between teachers and families