Haciendo de las transiciones educativas procesos participativos: desarrollo de herramientas metodológicas

The aim of this paper is to analyze the collaborative construction of a Plan to support the transition to primary education developed in an infant and primary school in Galicia (Spain). The Plan was elaborated following a methodological consensus process, based on dialog and shared analysis of experiences designed and developed with different participants including 25 pupils, 13 families and 4 teachers. Participative activities and instruments were designed to collect data as writing and reflective conversation; drawing-conversation; tours and school visits; elaboration and analysis of symbolic objects; and photo-elicitation. Data analysis of information followed a multiple, thematic, interpretive and chronological content analysis. Results identified three unusual elements that greatly contribute to the robustness and sucess of the process: the community approach, the participative design of the Plan; and the situated character of the Plan that considers the personal and structural conditions an needs surrounding it.