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Abstract(s)
Este relatório apresenta as experiências de aprendizagem adquiridas no âmbito das Práticas Supervisionadas I e II do Mestrado em Educação Pré-Escolar e 1.º Ciclo do Ensino Básico, assim como uma investigação empírica desenvolvida no contexto da Educação Pré-Escolar, e que tem como objetivo dar voz às crianças, da forma como as mesmas percecionam a transição da Educação Pré-Escolar (EPE) para o 1º. Ciclo do Ensino Básico (1.º CEB). A entrada no 1.º Ciclo do Ensino Básico é entendida como uma etapa importante na vida da criança. Independentemente de aquela ter frequentado a EPE, a transição para o 1.º CEB é sempre percecionada como uma transição fulcral na vida da criança. O processo de transição entre a EPE e o 1.º CEB pode ser eficaz e bem-sucedido se forem criadas ligações que permitam a articulação entre estes dois ciclos educativos. Os educadores e docentes do 1.º CEB devem vincular essas ligações com base em projetos e nas práticas da gestão curricular. Na realização do estudo foi adotada a metodologia de investigação qualitativa, com recurso à utilização de diversos instrumentos para a recolha de dados, sendo estes a entrevista e o registo gráfico - o desenho. Toda a recolha de dados foi realizada com as mesmas crianças. Os principais resultados obtidos desta investigação revelaram que as crianças tinham uma conceção de 1.º CEB positiva, percecionando a escola como um lugar onde aprendem coisas novas sobre várias áreas e diferentes do que estão habituados a fazer. Em síntese, para as crianças na presente investigação a escola do 1.º CEB trata-se de um sítio distinto no qual promovem aprendizagens diversificadas.
This report presents the learning experiences acquired within the scope of Supervised Practices I and II of the Master's Degree in Pre-School Education and 1st Cycle of Basic Education, as well as an empirical investigation developed in the context of Pre-School Education, which aims to give children a voice in the way they perceive the transition from Pre-School Education (EPE) to 1st grade. Basic Education Cycle (1st CEB). Entry into the 1st Cycle of Basic Education is understood as an important stage in a child's life. Regardless of whether the child attended EPE, the transition to the 1st CEB is always perceived as a pivotal transition in the child's life. The transition process between EPE and 1st CEB can be effective and successful if connections are created that allow articulation between these two educational cycles. Educators and teachers at the 1st CEB must link these connections based on projects and curriculum management practices. When carrying out the study, the qualitative research methodology was adopted, using various instruments to collect data, these being interviews and graphic recording - drawing. All data collection was carried out with the same children. The main results obtained from this investigation revealed that children had a positive conception of 1st CEB, perceiving school as a place where they learn new things about various areas different from what they are used to doing. In summary, for the children in this investigation
This report presents the learning experiences acquired within the scope of Supervised Practices I and II of the Master's Degree in Pre-School Education and 1st Cycle of Basic Education, as well as an empirical investigation developed in the context of Pre-School Education, which aims to give children a voice in the way they perceive the transition from Pre-School Education (EPE) to 1st grade. Basic Education Cycle (1st CEB). Entry into the 1st Cycle of Basic Education is understood as an important stage in a child's life. Regardless of whether the child attended EPE, the transition to the 1st CEB is always perceived as a pivotal transition in the child's life. The transition process between EPE and 1st CEB can be effective and successful if connections are created that allow articulation between these two educational cycles. Educators and teachers at the 1st CEB must link these connections based on projects and curriculum management practices. When carrying out the study, the qualitative research methodology was adopted, using various instruments to collect data, these being interviews and graphic recording - drawing. All data collection was carried out with the same children. The main results obtained from this investigation revealed that children had a positive conception of 1st CEB, perceiving school as a place where they learn new things about various areas different from what they are used to doing. In summary, for the children in this investigation
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Keywords
Educação Pré-Escolar 1.º Ciclo do Ensino Básico Transição entre ciclos Perceções das crianças Pre-School Education 1st Cycle of Basic Education Transition between cycles