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A transição do pré-escolar para o 1º ciclo: colaboração entre docentes e o papel das metodologias ativas na promoção da aprendizagem significativa e inclusiva
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A transição do Pré-Escolar para o 1.º Ciclo do Ensino Básico constitui um momento determinante no percurso educativo das crianças, exigindo práticas pedagógicas que promovam a continuidade, a inclusão e a aprendizagem significativa. Este estudo analisa a colaboração entre docentes dos dois níveis de ensino e o papel das metodologias ativas no desenvolvimento de ambientes de aprendizagem mais equitativos e eficazes. A investigação parte da evolução da educação inclusiva, marcada pelas orientações internacionais (Ainscow, 2020; UNESCO, 2009;) e nacionais, que reforçam o direito de todas as crianças a uma educação de qualidade. Neste contexto, destaca-se a importância da diferenciação pedagógica (Tomlinson, 2017), enquanto estratégia central para responder à diversidade de ritmos, estilos e necessidades de aprendizagem. Outro eixo fundamental é o ensino cooperativo, entendido como metodologia que favorece o trabalho em pares ou pequenos grupos, potenciando a interação social, o desenvolvimento de competências cognitivas e socio emocionais, bem como a construção coletiva do conhecimento (Johnson & Johnson, 2019). No plano da formação docente, este estudo evidencia a relevância das oficinas pedagógicas como espaços de reflexão, experimentação e desenvolvimento profissional contínuo, permitindo aos educadores e professores explorar práticas inovadoras e metodologias ativas (Day, 2018). Estas oficinas constituem, ainda, um meio privilegiado de articulação entre os dois níveis de ensino, promovendo a partilha de estratégias e a coerência curricular. Os resultados apontam que os professores reconhecem que a articulação entre Pré-Escolar e 1.º Ciclo é fortalecida quando os docentes colaboram ativamente no planeamento, implementando metodologias ativas que colocam a criança no centro do processo de aprendizagem, assegurando uma transição mais harmoniosa, inclusiva e promotora de aprendizagens significativas. Em síntese, a investigação demonstra que a construção de pontes entre os níveis de ensino, apoiada em práticas de cooperação docente e na valorização das metodologias ativas, é essencial para consolidar uma escola verdadeiramente inclusiva, equitativa e centrada no desenvolvimento integral da criança.
The transition from preschool to the first cycle of basic education is a crucial moment in children's educational journey, requiring pedagogical practices that promote continuity, inclusion, and meaningful learning. This study analyzes the collaboration between teachers at both levels of education and the role of active methodologies in developing more equitable and effective learning environments. The research stems from the evolution of inclusive education, marked by international ( Ainscow , 2020; UNESCO, 2009) and national guidelines that reinforce the right of all children to a quality education. In this context, the importance of pedagogical differentiation (Tomlinson, 2017) is highlighted as a central strategy to respond to the diversity of learning paces, styles, and needs. Another fundamental axis is cooperative teaching, understood as a methodology that favors work in pairs or small groups, enhancing social interaction, the development of cognitive and socio-emotional skills, as well as the collective construction of knowledge (Johnson & Johnson, 2019). The results indicate that teachers recognize that the articulation between Preschool and the 1st Cycle is strengthened when teachers actively collaborate in planning, implementing active methodologies that place the child at the center of the learning process, ensuring a more harmonious, inclusive transition that promotes meaningful learning. Another conclusion of this study is the need for training felt by teachers in the area of inclusion and active methodologies, expressing a preference for continuous, practical, and participatory training. Thus arises the proposal of pedagogical workshops as spaces for reflection, experimentation, and continuous professional development, allowing educators and teachers to explore innovative practices and active methodologies ( Day , 2018). These workshops also constitute a privileged means of articulation between the two levels of education, promoting the sharing of strategies and curricular coherence.
The transition from preschool to the first cycle of basic education is a crucial moment in children's educational journey, requiring pedagogical practices that promote continuity, inclusion, and meaningful learning. This study analyzes the collaboration between teachers at both levels of education and the role of active methodologies in developing more equitable and effective learning environments. The research stems from the evolution of inclusive education, marked by international ( Ainscow , 2020; UNESCO, 2009) and national guidelines that reinforce the right of all children to a quality education. In this context, the importance of pedagogical differentiation (Tomlinson, 2017) is highlighted as a central strategy to respond to the diversity of learning paces, styles, and needs. Another fundamental axis is cooperative teaching, understood as a methodology that favors work in pairs or small groups, enhancing social interaction, the development of cognitive and socio-emotional skills, as well as the collective construction of knowledge (Johnson & Johnson, 2019). The results indicate that teachers recognize that the articulation between Preschool and the 1st Cycle is strengthened when teachers actively collaborate in planning, implementing active methodologies that place the child at the center of the learning process, ensuring a more harmonious, inclusive transition that promotes meaningful learning. Another conclusion of this study is the need for training felt by teachers in the area of inclusion and active methodologies, expressing a preference for continuous, practical, and participatory training. Thus arises the proposal of pedagogical workshops as spaces for reflection, experimentation, and continuous professional development, allowing educators and teachers to explore innovative practices and active methodologies ( Day , 2018). These workshops also constitute a privileged means of articulation between the two levels of education, promoting the sharing of strategies and curricular coherence.
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Palavras-chave
Educação Inclusiva Diferenciação pedagógica Metodologias ativas Formação docente Transição educativa Inclusive Education Differentiated Instruction Active Methodologies Cooperative Learning Teacher Education and Professional Development Teacher Collaboration Educational Transition