The transition from primary to secondary school: An exploratory study in Brazil

Authors

Abstract

The universality of secondary school, the last stage of basic, compulsory and free education, is underway in Brazil. However, one of the difficulties has been to ensure the continuous progression of incoming students. With the aim of analyzing the quality of the transition of students from primary to secondary school, we studied a public school located in Porto Alegre. In line with the theoretical references on transitions, we triangulated quantitative and qualitative data on the Brazilian assessment system as well as data from the analysis of student responses to a structured questionnaire. The main results indicate that the majority of students have made the transition to secondary school from the same school where they received primary education. More than half of respondents indicated that they will complete basic education within the appropriate age ranges and have made improvements in their schoolwork. The data allow us to conclude that, in the context studied, motivation was a decisive factor in good academic achievement and remaining in school until the last year of basic education.

Keywords

transition, secondary education, achievement, primary education

References

ÁLVAREZ GONZÁLEZ, M. y FITA, E. (2005). La intervención orientadora en la transición Bachillerato-Universidad. Bordón, 57(1), 5-26.

ARIAS, A.V.; CABANACH, R.G.; MARTÍNEZ, S.R.; AGUÍN, I.P. y RIVEIRO, J.M.S. (1999). Atribuciones causales, autoconcepto y motivación en estudiantes con alto y bajo rendimiento académico. Revista Española de Pedagogía, 214, 525-545.

BOULTER, L. T. (2002). Self-concept as a predictor of college freshman academic adjustment. College Student Journal, 36(2), 234-246.

CHAPMAN, J.W.; LAMBOURNE, R. y SILVA, P.A. (1990). Some antecedents of academic self-concep: A longitudinal study. British Journal of Educational Psychology, 60, 142-152. https://doi.org/10.1111/j.2044-8279.1990.tb00931.x

COROMINAS, E. e ISÚS, S. (1998). Transiciones y Orientación. Revista de Investigación Educativa, 16(2), 155-184.

CURY, C.R.J. (2008). Sistema Nacional de Educação: Desafio para uma educação igualitária e federativa. Educação & Sociedade, 29(105), 1187-1209. https://doi.org/10.1590/s0101-73302008000400012

FAGUNDES, C.V.; LUCE, M.B. y RODRIGUEZ ESPINAR, S. (2014). O desempenho acadêmico como indicador de qualidade da transição Ensino Médio-Educação Superior. Ensaio (Rio de Janeiro (1993): Avaliação e políticas públicas em educação. 22(84) (julio-septiembre), 635-670. https://doi.org/10.1590/s0104-40362014000300004

FARENZENA, N. y LUCE, M.B. (2014). Políticas Públicas de Educação no Brasil: Reconfigurações e ambiguidades. En L.M. MADEIRA (org.). Avaliação de Políticas Públicas (pp. 88-92). Porto Alegre, Brasil: UFRGS/CEGOV.

FERRARO, A.R. (1999). Diagnóstico da escolarização no Brasil. Revista Brasileira de educação, 12, 22-47.

FIDALGO-GARCÍA, M. y BARRERA-COROMINAS, A. (2014). La transición de la Primaria a la Secundaria: Ideas a partir de un estudio de caso. Monográfico, 283.

GIMENO SACRISTÁN, J. (1976). Autoconcepto, sociabilidad y rendimiento escolar. Madrid: MEC.

GIMENO SACRISTÁN, J. (1996). La transición a la educación secundaria: Discontinuidades en las culturas escolares. Madrid: Morata.

HELMKE, A. y VAN AKEN, M.A.G. (1995). The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study. Journal of Educational Psychology, 87, 624-636. https://doi.org/10.1037//0022-0663.87.4.624

JIMÉNEZ, M. (1994). Competencia social: intervención preventiva en la escuela. Infancia y Sociedad: Revista de estudios, 24, 21-48.

LATIESA, M. (1992). La deserción universitaria. Madrid: C.I.S.

MAGALHÃES, F. A. C. y ANDRADE, J. X. (2006). Exame vestibular, características demográficas e desempenho na universidade: em busca de fatores preditivos. En Congresso USP de Controladoria e Contabilidade, vol. 6, São Paulo: FEA/USP.

MARSH, H.W. (1990). Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82, 646-656. https://doi.org/10.1037//0022-0663.82.4.646

MENEZES, E.T.D. y SANTOS, T.H.D. (2002). Dicionário Interativo da educação brasileira-Educa Brasil. São Paulo: Midiamix Editora.

PÉREZ, M.C.; GUEVARA, L.S.R.; SÁENZ, A.T.L.; SOLÓRZANO, H.F.; FORBICE, M.D. y FERNÁNDEZ, W.U. (2011). Factores académicos en la transición de la primaria a la secundaria: Motivación, rendimiento académico y disciplina. Revista Actualidades Investigativas en Educación, 10(3), 87-113. https://doi.org/10.15517/aie.v10i3.10144

PÉREZ, J.C.N.; GARCÍA, J.A.G.P.; GARCÍA, M.S.G. y SOLÍS, S.G.P. (1997). Autoconcepto, autoestima y aprendizaje escolar. Psicothema, 9(2), 271-289.

PRATT, S. y GEORGE, R. (2005). Transferring Friendships: Girls’ And Boys’ Friendships In The Transition From Primary To Secondary School‖. Children & Society, 19(1), 16-26.

PRESIDENCIA DA REPUBLICA (1996). «Lei nº 9.394, de 20 de dezembro de 1996: Estabelece as diretrizes e bases da educação nacional». Recuperado de http://www.planalto.gov.br/ccivil_03/leis/L9394.htm

PSALTIS, I. (2002). A longitudinal Survey into school transfer from primary to secondary education. Recuperado de http://schulen.eduhi.at/lipss/_manual2_11.htm

RAFFE, D. (2008). The concept of transition system. Journal of Education and Work, 21(4), 277-296.

RODRÍGUEZ ESPINAR, S. (2014). Problemáticas en la determinación de buenas prácticas en la transición a los estudios universitarios. En P. FIGUERA (coord.). Persistir con éxito en la universidad: De la investigación a la acción (pp. 41-94). Barcelona: Laertes.

RODRÍGUEZ, S., FITA, E. y TORRADO, M. (2004). El rendimiento académico en la transición secundaria- universidad. Revista de Educación, 334, 391-414.

SALVÀ-MUT, F.; TUGORES-QUES, M.; ADAME-OBRADOR, M.T. y OLIVER-TROBAT, M.F. (2017). La inserción laboral de los jóvenes y las jóvenes con titulación de formación profesional de grado medio y superior en España. Educar, 53(2), 357-378. https://doi.org/10.5565/rev/educar.869

SAN FABIAN-MAROTO, J.L. (1999). La escolaridad obligatoria: Transiciones y tradiciones. Cuadernos de Pedagogía, 282, 25-30.

SAVIANI, D.A. (2011). Política educacional no Brasil. En M. STEPHANOU y M. BASTOS (orgs.). Histórias e memórias da educação no Brasil (pp. 14-20). Petrópolis: Vozes.

SHAVELSON, R.J.; HUBNER, J.J. y STANTON, G.C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441. https://doi.org/10.3102/00346543046003407

SKALVIK, E. M. y HAGTVET, K. A. (1990). Academic achievement and self-concept: An analysis of causal predominance in a developmental perspective. Journal of Personality and Social Psychology, 58, 292-307.

SCHLOSSBERG, N.K. (1995). Counseling adults in transition: Linking practice with theory. Nueva York: Springer Publishing Company.

TOURON, J. (1984). Factores del rendimiento académico en la Universidad. Pamplona: EUNSA.

WEINER, B. (1986). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573.

WEINER, B. (1990). History of motivational research in education. Journal of educational Psychology, 82(4), 616.

Published

2019-07-15

How to Cite

Fagundes, C., & Saraiva, M. (2019). The transition from primary to secondary school: An exploratory study in Brazil. EDUCAR, 55(2), 381–399. https://doi.org/10.5565/rev/educar.1021

Downloads

Download data is not yet available.