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Publication
Transição entre ciclos: a perspetiva das crianças
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Advisor(s)
Abstract(s)
A transição entre ciclos deve ser vista e sentida pela criança como uma oportunidade para crescer, aprender coisas novas e ganhar um novo estatuto. O processo de transição implica ir para um local desconhecido, prosseguir, evoluir e crescer, permitindo adaptar-se a algo novo. Este processo é complexo e não pode ser visto como um acontecimento pontual, pois implica a perda de algo conhecido e, simultaneamente, a integração da criança num contexto desconhecido, dai acharmos pertinente conhecer a perspetiva das crianças em relação a este tema, em contexto de Educação Pré-Escolar e de 1.º Ciclo do Ensino Básico onde a vivência da problemática estava presente. Assim, consideramos pertinente desenvolver o tema a partir da voz das crianças, escutando-as, com o objetivo de compreender perspetivas sobre o 1.º Ciclo do Ensino Básico, procurando que descrevam e interpretem o seu dia-a-dia na Educação Pré-Escolar e perspetivem o seu futuro no 1.º Ciclo do Ensino Básico. Para orientar o estudo delineamos a seguinte questão problema: Qual a perceção das crianças sobre a transição entre ciclos educativos? Para orientar a nossa pesquisa definimos os seguintes objetivos: (i) conhecer a perceção das crianças sobre a transição entre ciclos; (ii) analisar as perspetivas das crianças sobre a próxima etapa formativa. A investigação decorreu com um grupo de catorze crianças de Educação Pré-Escolar, de cinco anos de idade e com um grupo de nove crianças do 1.º ano do 1.º Ciclo do Ensino Básico. Os dados foram recolhidos recorrendo a uma entrevista semi-estruturada, permitindo a livre expressão das crianças. Para a análise dos mesmos recorremos à análise de conteúdo, devidamente validada. A análise dos dados foi organizada por temas, categorias, subcategorias e unidades de registo. A investigação integra-se no paradigma qualitativo, de caracter exploratório. Os dados analisados permitem-nos concluir que as crianças perspetivam a transição como algo positivo, que suscita entusiasmo, mas também, inquietação. Estas identificam diferenças entre os dois contextos, ao nível das aprendizagens, das regras, das metodologias, das interações e do espaço físico e dos materiais.
The transition between cycles must be seen and felt by children as an opportunity to grow, to learn new things and to gain a new status. The transition process implies going to an unfamiliar place, to continue, to evolve and to grow, allowing to adapt to something new. This process is complex and can’t be seen as a punctual event, since it implies the loss of something known and, simultaneously, the integration of the child in an unknown context, hence it is pertinent to know the perspective of the children in relation to this theme, in context of Pre-school Education and 1st Cycle of Basic Education where the experience of the problem was present. So, we consider it pertinent to develop the theme from the children’s voice, listening to them, with the aim of understanding perspectives about the 1st Cycle of Basic Education, seeking to describe and interpret their daily life in Pre-Schools and prospects for their future in the 1st Cycle of Basic Education. To guide our study, we outline the following question: What is the children’s perception about the transition between educational cycles? To guide a possible response, we define the following objectives: (i) know children’s perception of the transition between cycles; (ii) analyze children’s perspectives on the next formative stage. The research was carried out with a group of fourteen five years old kids of Pre-school Education, and with a group of nine six-year-old children of 1st year of the 1st Cycle of Basic Education. The data was collected using a semi-structured interview, allowing free expression of children. For this analysis we used the content’s parsing, duly validated. The data analysis was organized by themes, categories, subcategories and registration units. The research is integrated in the qualitative paradigm, of exploratory nature. The analyzed data allow us to conclude that children perceive the transition as something positive, which elicits enthusiasm, but also, anxiety. Children identify differences between the two contexts, in relation to learning, rules, methodologies, interactions and physical space and materials.
The transition between cycles must be seen and felt by children as an opportunity to grow, to learn new things and to gain a new status. The transition process implies going to an unfamiliar place, to continue, to evolve and to grow, allowing to adapt to something new. This process is complex and can’t be seen as a punctual event, since it implies the loss of something known and, simultaneously, the integration of the child in an unknown context, hence it is pertinent to know the perspective of the children in relation to this theme, in context of Pre-school Education and 1st Cycle of Basic Education where the experience of the problem was present. So, we consider it pertinent to develop the theme from the children’s voice, listening to them, with the aim of understanding perspectives about the 1st Cycle of Basic Education, seeking to describe and interpret their daily life in Pre-Schools and prospects for their future in the 1st Cycle of Basic Education. To guide our study, we outline the following question: What is the children’s perception about the transition between educational cycles? To guide a possible response, we define the following objectives: (i) know children’s perception of the transition between cycles; (ii) analyze children’s perspectives on the next formative stage. The research was carried out with a group of fourteen five years old kids of Pre-school Education, and with a group of nine six-year-old children of 1st year of the 1st Cycle of Basic Education. The data was collected using a semi-structured interview, allowing free expression of children. For this analysis we used the content’s parsing, duly validated. The data analysis was organized by themes, categories, subcategories and registration units. The research is integrated in the qualitative paradigm, of exploratory nature. The analyzed data allow us to conclude that children perceive the transition as something positive, which elicits enthusiasm, but also, anxiety. Children identify differences between the two contexts, in relation to learning, rules, methodologies, interactions and physical space and materials.
Description
Keywords
Educação pré-escolar 1.º ciclo do ensino básico Transição entre ciclos Perceção das crianças
Citation
Lopes, Susana; Ribeiro, Maria do Céu. (2018). Transição entre ciclos: a perspetiva das crianças. In Rui Pedro Lopes; Manuel Vara Pires; Manuel Luís Pinto Castanheira; Elisabete Mendes Silva; Graça Santos; Cristina Mesquita; Paula Marisa Fortunato Vaz (2018). III Encontro Internacional de Formação na Docência (INCTE): livro de atas. Bragança: Instituto Politécnico. p. 756-764. ISBN 978-972-745-241-5
Publisher
Instituto Politécnico de Bragança