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A Educação Inclusiva: Transição do Pré-Escolar para o 1º Ciclo do EB - Perceções e práticas dos agentes educativos, encarregados de educação e crianças
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A investigação analisou as perceções de diferentes intervenientes educativos acerca
da transição da educação pré-escolar para o 1.º ciclo do ensino básico, compreendida
como um processo contínuo, estruturado e inclusivo, envolvendo crianças, famílias e
profissionais. Destacou-se a importância da continuidade pedagógica e da articulação
curricular para garantir a progressão das aprendizagens e a adaptação emocional das
crianças. A colaboração entre educadores e professores, a articulação horizontal e vertical
das disciplinas e a promoção de uma cultura escolar inclusiva foram identificadas como
fatores determinantes para uma transição harmoniosa.
O envolvimento ativo das famílias revelou-se essencial, ao proporcionar segurança,
confiança e coerência entre o contexto familiar e escolar. Paralelamente, a formação
contínua dos docentes em práticas inclusivas mostrou-se decisiva para a aplicação de
estratégias diferenciadas, reforçando a articulação entre ciclos e assegurando
oportunidades equitativas de aprendizagem.
Trata-se de um estudo de natureza qualitativa, que integrou entrevistas
semiestruturadas a educadoras de infância, professoras do 1.º CEB, docentes de educação
especial e de apoio pedagógico, técnicos especializados e crianças, bem como um
questionário aplicado a encarregados de educação de um agrupamento de escolas em
Lisboa. Os resultados confirmaram a relevância da cooperação entre profissionais,
famílias e comunidade educativa, concluindo-se que a transição escolar beneficia de uma
abordagem integrada que reforça simultaneamente a qualidade e a equidade do processo
educativo.
This research analyzed the perceptions of different educational stakeholders regarding the transition from preschool to the 1st cycle of basic education, understood as a continuous, structured, and inclusive process involving children, families, and professionals. Pedagogical continuity and curricular articulation were highlighted as essential for ensuring both learning progression and children’s emotional adjustment. Collaboration between preschool and primary teachers, horizontal and vertical curriculum alignment, and the promotion of an inclusive school culture were identified as key factors for a smooth transition. Active family involvement proved to be crucial, providing security, confidence, and coherence between home and school contexts. At the same time, continuous teacher training in inclusive practices was shown to be decisive for applying differentiated strategies, strengthening articulation across educational cycles, and ensuring equitable learning opportunities. This is a qualitative study that included semi-structured interviews with early childhood educators, primary school teachers, special education and support teachers, specialized professionals, and children, as well as a questionnaire administered to parents and guardians from a school cluster in Lisbon. The findings confirm the relevance of cooperation among professionals, families, and the educational community, concluding that school transition benefits from an integrated approach that simultaneously enhances both the quality and equity of the educational process.
This research analyzed the perceptions of different educational stakeholders regarding the transition from preschool to the 1st cycle of basic education, understood as a continuous, structured, and inclusive process involving children, families, and professionals. Pedagogical continuity and curricular articulation were highlighted as essential for ensuring both learning progression and children’s emotional adjustment. Collaboration between preschool and primary teachers, horizontal and vertical curriculum alignment, and the promotion of an inclusive school culture were identified as key factors for a smooth transition. Active family involvement proved to be crucial, providing security, confidence, and coherence between home and school contexts. At the same time, continuous teacher training in inclusive practices was shown to be decisive for applying differentiated strategies, strengthening articulation across educational cycles, and ensuring equitable learning opportunities. This is a qualitative study that included semi-structured interviews with early childhood educators, primary school teachers, special education and support teachers, specialized professionals, and children, as well as a questionnaire administered to parents and guardians from a school cluster in Lisbon. The findings confirm the relevance of cooperation among professionals, families, and the educational community, concluding that school transition benefits from an integrated approach that simultaneously enhances both the quality and equity of the educational process.
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