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Para o ano vais para a escola dos grandes! : perceções de alunos e encarregados de educação acerca da transição para o 5º ano de escolaridade
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Abstract(s)
O presente estudo tem como tema principal a transição escolar para o 5º ano de escolaridade e tem como principais objetivos compreender as perceções dos alunos do 4º ano de escolaridade acerca desta transição escolar e compreender como é que esta transição escolar foi experienciada por alunos do 5º ano e pelos seus encarregados de educação.
Assim, através de um estudo de metodologia mista, foi aplicado um questionário a 134 encarregados de educação de alunos do 5º ano de escolaridade e foram realizadas 24 entrevistas de grupo (focus grupo) a alunos do 4º ano de escolaridade.
Com os dados analisados, foi possível verificar que os alunos do 4º e 5º ano de escolaridade se encontram emocionalmente ansiosos com esta transição escolar, no entanto, estão também motivados para a nova experiência escolar. Foi ainda possível identificar que os alunos percecionam alguns aspetos negativos na transição escolar, nomeadamente a separação do grupo de pares e a interação com alunos mais velhos. Por outro lado, verificámos que os alunos com irmãos mais velhos apresentam menos níveis de receio e preocupação com a transição escolar do que os alunos sem irmãos mais velhos. Relativamente aos encarregados de educação, constatámos não existir uma relação entre a sua qualificação académica e a forma como percecionaram que o seu filho vivenciou a transição. No entanto, verificámos a existência de uma relação positiva entre as dificuldades dos encarregados de educação com esta transição escolar e a sua perceção acerca das dificuldades do seu filho nesta nova fase escolar. Por fim, realçamos e compreendemos a importância de estratégias escolares, de caráter abrangente, enquanto formas de preparação para uma transição escolar benéfica e positiva para o aluno.
The present study has its main theme the school transition from elementary to middle school and to understand both students and their parents perceptions about this transition process. The purpose of this study is to understand the students’ thoughts about this school transition and understand how was this experience for 5th grade students and their parents. Throughout a descritive paper with a mixed methodology, a questionnaire was applied to 134 5th grade students’ parents and then 24 group interviews – focus groups were conducted to 4th grade students. Thus with this instruments/tools the purpose was to understand which were the students’ perceptions and thoughts about their school transition and this was also important to understand the 5th grade students’ parents perspectives of this transition. Throughtout our data, we found that 4th and 5th grade students are emotionally anxious with this school transition, although they are at the same time motivated for this new experience. We also identified that students have negative perceptions about this transition, because of peer separation and social interaction with older students. On the other hand, we found that students with older brothers have less preoccupation and fear about this transition comparing to students without older brothers. About 5th grade students’ parents, we figured that their academic qualifications does not influence their sons school transitions, although we found a positive correlation with their difficulties about school transition and theirs perspetive about their sons difficulties. At last, we understand the importance of school programs and strategies for this transition to be useful and positive for all students.
The present study has its main theme the school transition from elementary to middle school and to understand both students and their parents perceptions about this transition process. The purpose of this study is to understand the students’ thoughts about this school transition and understand how was this experience for 5th grade students and their parents. Throughout a descritive paper with a mixed methodology, a questionnaire was applied to 134 5th grade students’ parents and then 24 group interviews – focus groups were conducted to 4th grade students. Thus with this instruments/tools the purpose was to understand which were the students’ perceptions and thoughts about their school transition and this was also important to understand the 5th grade students’ parents perspectives of this transition. Throughtout our data, we found that 4th and 5th grade students are emotionally anxious with this school transition, although they are at the same time motivated for this new experience. We also identified that students have negative perceptions about this transition, because of peer separation and social interaction with older students. On the other hand, we found that students with older brothers have less preoccupation and fear about this transition comparing to students without older brothers. About 5th grade students’ parents, we figured that their academic qualifications does not influence their sons school transitions, although we found a positive correlation with their difficulties about school transition and theirs perspetive about their sons difficulties. At last, we understand the importance of school programs and strategies for this transition to be useful and positive for all students.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional.
Keywords
Transição escolar Estratégias escolares, Encarregados de educação School transition School strategies School and families cooperation