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Advisor(s)
Abstract(s)
O presente relatório desenvolve-se no âmbito da unidade curricular de Prática de Ensino Supervisionada (PES) II do mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico (CEB).
No que respeita à estrutura, este trabalho encontra-se dividido em duas partes. A primeira tem como propósito descrever e analisar de forma reflexiva o período de observação, intervenção e avaliação pedagógica desenvolvido nos contextos do 1.º e do 2.º CEB. No 1.º CEB, a PES II decorreu numa turma de 4.º ano de escolaridade de uma instituição de ensino privada, no 2.º CEB, decorreu numa turma de 5.º e 6.º ano de uma escola pública.
A segunda parte diz respeito à apresentação do estudo que emergiu destas práticas. A investigação intitulada “Transição do 1º para o 2º Ciclo: desafios e dificuldades” teve como objetivo geral conhecer as perspetivas dos professores e alunos do 4.º e 5.ºano sobre a fase de transição e adaptação do 1.º para o 2.º CEB nas escolas do agrupamento onde se desenvolveu a PES II no 2.ºCEB. Este objetivo geral foi depois subdividido em vários objetivos específicos.
Para dar resposta a este objetivo, realizou-se um estudo exploratório, privilegiando-se o inquérito por questionário como técnica de recolha de dados.
Os resultados do estudo permitem destacar que os alunos do 4º ano têm expetativas positivas sobre a transição para o 2º ciclo; os alunos do 5º ano têm uma perceção positiva sobre o processo de transição vivenciado; os professores dos dois ciclos mostram preocupação com a transição (embora nem sempre incidindo nos mesmos aspetos); e consideram importante a implementação de estratégias para facilitar essa transição, quer a nível organizacional, quer pedagógico.
ABSTRACT 8 The present report was prepared in the context of the course Supervised Teaching Practice II (PES II) of the Master´s degree in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education (CBE). As far as the structure is concerned, this work is divided into two parts. The first part aims at describing and analyzing in a reflective way the period of observation, intervention and pedagogical evaluation, developed in the context of the 1st and 2nd CBE. In the 1st CBE, the PES II took place in a 4th grade class of a private educational institution, in the 2nd CBE, the PES II took place in a class of the 5th and 6th grade of a public school. The second part presents the study that emerged from these practices. The aim of the research entitled "Transition from 1st to 2nd Cycle: challenges and difficulties" is to investigate the perspectives of teachers and students in the 4th and 5th grade referring the transition phase and adaptation from 1st to 2nd CBE in associated schools where PES II was developed in the 2nd CBE. This overall objective was then subdivided into several specific objectives. To meet this objective, an exploratory study was carried out, focusing on the questionnaire survey as data collection technique. The results of the study allow us to highlight that 4th graders have positive expectations concerning the transition to the 2nd CBE; 5th grading students have a positive opinion of the transition process experienced; teachers in both cycles show concern about the transition (although not always focusing on the same aspects) and consider important the implementation of strategies to facilitate the transition, both at organizational and pedagogical levels.
ABSTRACT 8 The present report was prepared in the context of the course Supervised Teaching Practice II (PES II) of the Master´s degree in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education (CBE). As far as the structure is concerned, this work is divided into two parts. The first part aims at describing and analyzing in a reflective way the period of observation, intervention and pedagogical evaluation, developed in the context of the 1st and 2nd CBE. In the 1st CBE, the PES II took place in a 4th grade class of a private educational institution, in the 2nd CBE, the PES II took place in a class of the 5th and 6th grade of a public school. The second part presents the study that emerged from these practices. The aim of the research entitled "Transition from 1st to 2nd Cycle: challenges and difficulties" is to investigate the perspectives of teachers and students in the 4th and 5th grade referring the transition phase and adaptation from 1st to 2nd CBE in associated schools where PES II was developed in the 2nd CBE. This overall objective was then subdivided into several specific objectives. To meet this objective, an exploratory study was carried out, focusing on the questionnaire survey as data collection technique. The results of the study allow us to highlight that 4th graders have positive expectations concerning the transition to the 2nd CBE; 5th grading students have a positive opinion of the transition process experienced; teachers in both cycles show concern about the transition (although not always focusing on the same aspects) and consider important the implementation of strategies to facilitate the transition, both at organizational and pedagogical levels.
Description
Relatório de Estágio realizado no âmbito da Prática de Ensino
Supervisionada II e apresentado à Escola Superior de Educação de
Lisboa para obtenção do grau de mestre em Ensino do 1.º Ciclo do
Ensino Básico e de Matemática e Ciências Naturais do 2.º Ciclo do
Ensino Básico
Keywords
Transição entre ciclos Adaptação ao 2.º ciclo Articulação vertical Transition between 1st and 2nd CBE Adaptation to the 2nd CBE Vertical articulation
Citation
Oliveira, C. D. G. (2021). Transição do 1.º para o 2.º ciclo: desafios e dificuldades (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14445