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A articulação entre educadores e professores na transição das crianças da educação pré-escolar para o 1º ciclo
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O presente estudo analisa as dinâmicas de articulação entre a Educação Pré-Escolar (EPE) e o 1.º Ciclo do Ensino Básico (1.º CEB), com foco no processo de transição das crianças entre estes dois níveis de ensino. A investigação assenta na experiência profissional da autora como docente e adjunta da direção, contexto onde se constatou que, apesar do aumento significativo da frequência de crianças na EPE da rede pública, muitas continuam a revelar dificuldades na adaptação ao 1.º Ciclo. Recorreu-se a uma metodologia mista, de natureza qualitativa e quantitativa, através da realização de um estudo de caso num agrupamento de escolas do Concelho de Setúbal, envolvendo educadores, professores e coordenadores de departamento. A recolha de dados foi efetuada mediante análise documental, aplicação de questionários e realização de entrevistas semiestruturadas.
Os resultados identificaram as principais barreiras à comunicação entre os dois níveis de ensino, bem como as estratégias desenvolvidas pelos profissionais para promover uma transição mais harmoniosa. As práticas de articulação identificadas mostraram-se determinantes para garantir a continuidade educativa, ainda que persistam fragilidades na sua aplicação e consolidação. A partir da análise dos resultados, o estudo propõe recomendações orientadas para o reforço das dinâmicas colaborativas e para a construção de uma transição mais harmoniosa e consistente entre a EPE e o 1.º CEB. Este estudo contribui para a compreensão das complexidades envolvidas na transição educativa e oferece contributos para a melhoria das práticas pedagógicas e administrativas, visando o bem-estar e o sucesso educativo das crianças.
This study explores the dynamics of collaboration between Early Childhood Education (EPE) and the first stage of Primary Education (1.º CEB), focusing on the transition process experienced by children moving between these two educational levels. The research is grounded in the author’s professional experience as a teacher and deputy head, within a context where, despite the significant increase in public preschool attendance, many children still face challenges adapting to the first years of primary schooling. A mixed-methods approach, combining qualitative and quantitative procedures, was adopted through a case study conducted in a school cluster located in Setúbal. Participants included early childhood educators, primary school teachers, and departmental coordinators. Data collection methods comprised documentary analysis, questionnaires, and semi-structured interviews. The findings identified key barriers to communication between the two educational stages, as well as the strategies developed by professionals to promote a smoother transition. The articulation practices observed proved essential for ensuring educational continuity, although weaknesses in their implementation and consolidation remain evident. Based on these findings, the study presents recommendations aimed at strengthening collaborative dynamics and promoting a more coherent and supportive transition between preschool and primary education. Ultimately, this research contributes to a deeper understanding of the complexities inherent in educational transitions and provides valuable insights for improving pedagogical and administrative practices, with the overarching goal of enhancing children’s well-being and educational success.
This study explores the dynamics of collaboration between Early Childhood Education (EPE) and the first stage of Primary Education (1.º CEB), focusing on the transition process experienced by children moving between these two educational levels. The research is grounded in the author’s professional experience as a teacher and deputy head, within a context where, despite the significant increase in public preschool attendance, many children still face challenges adapting to the first years of primary schooling. A mixed-methods approach, combining qualitative and quantitative procedures, was adopted through a case study conducted in a school cluster located in Setúbal. Participants included early childhood educators, primary school teachers, and departmental coordinators. Data collection methods comprised documentary analysis, questionnaires, and semi-structured interviews. The findings identified key barriers to communication between the two educational stages, as well as the strategies developed by professionals to promote a smoother transition. The articulation practices observed proved essential for ensuring educational continuity, although weaknesses in their implementation and consolidation remain evident. Based on these findings, the study presents recommendations aimed at strengthening collaborative dynamics and promoting a more coherent and supportive transition between preschool and primary education. Ultimately, this research contributes to a deeper understanding of the complexities inherent in educational transitions and provides valuable insights for improving pedagogical and administrative practices, with the overarching goal of enhancing children’s well-being and educational success.
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Educação Pré-Escolar 1º Ciclo do Ensino Básico Transição Articulação Curricular Preschool Education 1st Cycle of Basic Education Transition Curricular Articulation