Práticas de transição e articulação curricular entre a educação pré-escolar e o 1.º ciclo do ensino básico
: a perspectiva dos docentes e a perspectiva das lideranças

  • Ana Sarmento Vieira de Magalhães Vieira (Student)

Student thesis: Master's Thesis


The core subject of this master thesis is the transition and curricular articulation from pre-school to primary school. The findings of studies carried out by renowned authors present this transition and articulation between educational levels as a fundamental process for the individual’s future development and learning acquisitions throughout his/her own life. But they also show a widespread concern over the way how this process is – or is not – carried out by the educational players because “teachers may have a huge difference upon the children’s lives” (Merrifield, 2016, p. 181). Firstly we shall approach the issue analyzing pre-school and primary education pointing out the links and relationships between both education levels. We have based this study on historical and sociological approaches because the past has always influenced the present and the future, and these contexts are paramount to understanding reality. On a second stage and always following the same path, the research was done according to the players’ experience, as inexhaustible source of priceless accounts for a better fact understanding. In order to obtain heterogeneous data we have analyzed various public and private schools. Secondly we shall present methodological options based upon a mix method of quantitative and qualitative analysis, crossing data collected through questionnaires released in the whole country and interviews carried out in public and private schools in the greater Lisbon area, in Portugal. Results show a growing trend to improving the transition and curricular articulation between pre-school and primary school. There is still however a lot to be done, namely in what concerns structure planning and creation to achieve set goals, teacher training and change monitoring as to prevent the permeability between different education levels to carry out early reading and spelling activities.
Date of Award8 May 2018
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorRodrigo Melo (Supervisor)


  • Transition
  • Curricular articulation
  • Interaction between teachers
  • Relationship between teachers and families


  • Mestrado em Ciências da Educação

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