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Em Portugal, existem diversas transições entre ciclos de ensino ao longo do percurso escolar. As transições entre ciclos acompanham transformações pessoais, sociais e emocionais dos discentes, bem como implicam a sua adaptação e responsividade dos contextos educativos. Em particular, a transição do 1.º para o 2.º Ciclo do Ensino Básico ocorre a par de variações desde a infância à pré-adolescência e da monodocência à pluridocência. O suporte facultado pelos pais/encarregados de educação e professores é essencial para apoiar esta transição. Destaque-se, também, a importância da relação família-escola como facilitadora da adaptação a transições e do sucesso escolar. Justifica-se que Psicólogos da Educação atuem em articulação com outros agentes educativos para apoiar o estreitar da relação família-escola ao longo da escolaridade. No âmbito das atividades de um Gabinete de Mediação e Orientação Escolar (ano letivo 2020/21), foi dinamizada uma ação de sensibilização destinada a pais/encarregados de educação de crianças do 4.º ano de escolaridade. A ação assumiu como objetivo principal sensibilizar para as mudanças desenvolvimentais e académicas aliadas à transição para o 2.º Ciclo do Ensino Básico. A ação foi realizada online, com duração de duas horas e contou com a participação de seis mães. Proporcionaram-se momentos de reflexão sobre o potencial de família e escola se assumirem como parceiras no percurso educativo dos educandos e sobre estratégias práticas que poderiam ser adotadas para apoiar a transição para o 2.º Ciclo do Ensino Básico. No final, as encarregadas de educação apresentaram-se satisfeitas com a ação e mais confiantes para auxiliarem os educandos nesta transição escolar. Importa continuar a apostar neste tipo de atividades, a fim de estreitar colaboração entre agentes educativos e apoiar transições entre níveis de ensino.
In Portugal, there are several transitions between teaching cycles along the school path. The transitions between cycles follow personal, social, and emotional transformations of students, as well as imply their adaptation and responsiveness to educational contexts. In particular, the transition from the 1st to the 2nd Cycle of Basic Education occurs alongside variations from childhood to pre-adolescence and from one to several teachers. The support provided by parents/guardians and teachers is essential during this transition. The importance of the family-school relationship as a facilitator of adaptation to transitions and school success should also be highlighted. It is justified that Educational Psychologists collaborate with other educational agents to support the strengthening of the family-school relationship throughout schooling. As part of the activities of a Mediation and School Guidance Office (school year 2020/21), an awareness-raising action was carried out with parents/guardians of 4th grade children. The action assumed the main goal of raising awareness to the developmental and academic changes lived in the transition to the 2nd Cycle of Basic Education. The action was developed online, with two hours-long and included the participation of six mothers. Moments of reflection regarding the potential of a family and school partnership to support the educational path of students were provided. Practical strategies to support the transition to the 2nd Cycle of Basic Education were also discussed. By the end, the participating mothers were satisfied with the action and felt more confident to assist their offspring in this school transition. It is important to continue developing activities to strengthen collaboration between educational agents and support transitions through educational levels.
In Portugal, there are several transitions between teaching cycles along the school path. The transitions between cycles follow personal, social, and emotional transformations of students, as well as imply their adaptation and responsiveness to educational contexts. In particular, the transition from the 1st to the 2nd Cycle of Basic Education occurs alongside variations from childhood to pre-adolescence and from one to several teachers. The support provided by parents/guardians and teachers is essential during this transition. The importance of the family-school relationship as a facilitator of adaptation to transitions and school success should also be highlighted. It is justified that Educational Psychologists collaborate with other educational agents to support the strengthening of the family-school relationship throughout schooling. As part of the activities of a Mediation and School Guidance Office (school year 2020/21), an awareness-raising action was carried out with parents/guardians of 4th grade children. The action assumed the main goal of raising awareness to the developmental and academic changes lived in the transition to the 2nd Cycle of Basic Education. The action was developed online, with two hours-long and included the participation of six mothers. Moments of reflection regarding the potential of a family and school partnership to support the educational path of students were provided. Practical strategies to support the transition to the 2nd Cycle of Basic Education were also discussed. By the end, the participating mothers were satisfied with the action and felt more confident to assist their offspring in this school transition. It is important to continue developing activities to strengthen collaboration between educational agents and support transitions through educational levels.
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Keywords
Transições académicas Suporte parental Família-escola Psicologia da educação Academic transitions. Parental support Family-school Educational psychology
Pedagogical Context
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Ediciones de la Universidad de Castilla-La Mancha