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Publication
A transição do pré-escolar para o 1º ciclo: perspectivas de educadores e professores sobre as estratégias de transição
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.96 MB | Adobe PDF | |||
| 1.93 MB | Adobe PDF |
Authors
Abstract(s)
A problemática inerente à continuidade educativa é uma questão apontada por vários
autores como crucial para assegurar o sucesso educativo. No entanto, vários factores
têm contribuído para dificultar o seu processo de concretização, especialmente as
questões que se prendem com a continuidade curricular, as representações dos agentes
educativos envolvidos e o modo como os contextos se têm organizado.
No presente estudo, procurámos compreender o modo como educadores e professores
do Io ciclo perspectivam a transição/articulação entre o pré-escolar e o Io ciclo e, quais
as estratégias que privilegiam, para assegurar a continuidade educativa entre ambos,
nomeadamente o papel que a avaliação tem neste processo.
Many authors consider the issues underlying educational continuity a crucial element for a successful education. Notwithstanding, there are a number of factors involved in the process, which contribute to hinder its realization, or to render it more difficult, especially those pertaining to the area of curricular continuity, the teacheEs views, and the manner in which different contexts are structured. This study aims at understanding how pre-school teachers and primary teachers construe the transition ífom pre-school to primary school, as well as the strategies they envision to assure the continuity in education between both stages, namely as far as the role ofassessment and evaluation are concerned.
Many authors consider the issues underlying educational continuity a crucial element for a successful education. Notwithstanding, there are a number of factors involved in the process, which contribute to hinder its realization, or to render it more difficult, especially those pertaining to the area of curricular continuity, the teacheEs views, and the manner in which different contexts are structured. This study aims at understanding how pre-school teachers and primary teachers construe the transition ífom pre-school to primary school, as well as the strategies they envision to assure the continuity in education between both stages, namely as far as the role ofassessment and evaluation are concerned.
Description
Dissertação de Mest. em Psicologia da Educação, Escola Superior de Educação, Univ. do Algarve, 2003
Keywords
Educação pré-escolar Ensino básico Transição entre ciclos educativos Avaliação Currículo Continuidade educativa