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A avaliação do impacto da articulação do 1.º CEB para o 2.º CEB ao nível dos alunos e professores: estudo de caso no Agrupamento de Escolas da Boa Água
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A presente dissertação analisa os desafios e as estratégias de continuidade pedagógica na transição entre o 1.º e o 2.º CEB, a partir do estudo de caso do AEBA. Procura compreender como professores e alunos vivenciam esta mudança, identificando fatores que condicionam a adaptação e propondo práticas que favoreçam uma transição harmoniosa. A investigação seguiu uma metodologia qualitativa de estudo de caso, recorrendo a entrevistas, questionários e análise documental. Os resultados evidenciam que a insuficiente articulação curricular, a fragmentação entre ciclos e a escassez de colaboração docente constituem obstáculos relevantes. Em contrapartida, confirmam o potencial das práticas colaborativas, da formação contínua e do apoio socioemocional para promover uma adaptação positiva. A análise integrada consolidou recomendações para reforçar a articulação entre ciclos, sublinhando a importância de políticas educativas consistentes e do investimento no desenvolvimento profissional docente. O estudo contribui, assim, para uma reflexão crítica sobre o papel da articulação curricular na promoção do sucesso académico e do bem-estar dos alunos.
This dissertation analyzes the challenges and strategies of pedagogical continuity in the transition from the 1st to the 2nd cycle of basic education, through a case study at AEBA. It aims to understand how teachers and students experience this transition, identifying factors that condition adaptation and proposing practices that foster a smoother process. The study followed a qualitative case study methodology, combining semi-structured interviews, questionnaires with students and teachers, and documentary analysis. The results reveal that insufficient curricular articulation, fragmentation between cycles, and the scarcity of collaborative practices among teachers are significant obstacles. Conversely, they highlight the potential of collaborative practices, continuous training, and socio-emotional support in promoting a more positive adaptation. The integrated analysis provided recommendations to strengthen articulation between cycles, stressing the importance of consistent educational policies and investment in teachers’ professional development. This study thus contributes to a critical reflection on the role of curricular articulation in fostering academic success and students’ well-being.
This dissertation analyzes the challenges and strategies of pedagogical continuity in the transition from the 1st to the 2nd cycle of basic education, through a case study at AEBA. It aims to understand how teachers and students experience this transition, identifying factors that condition adaptation and proposing practices that foster a smoother process. The study followed a qualitative case study methodology, combining semi-structured interviews, questionnaires with students and teachers, and documentary analysis. The results reveal that insufficient curricular articulation, fragmentation between cycles, and the scarcity of collaborative practices among teachers are significant obstacles. Conversely, they highlight the potential of collaborative practices, continuous training, and socio-emotional support in promoting a more positive adaptation. The integrated analysis provided recommendations to strengthen articulation between cycles, stressing the importance of consistent educational policies and investment in teachers’ professional development. This study thus contributes to a critical reflection on the role of curricular articulation in fostering academic success and students’ well-being.
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Transição Escolar Articulação Curricular 1.º e 2.º Ciclo Professores Alunos Sucesso Académico School Transition Curricular Articulation Primary and Lower Secondary Education Teachers Students Academic Success