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Articulação entre o pré-escolar e o primeiro ciclo: fator de continuidade educativa

With the introduction of Preschool Education in the Education System, through Law 46/86 of 14th October, the First Cycle of Basic Education has gone from initial and terminal cycle to intermediate cycle in Basic Education. This change leads to the need of an educative articulation between this intermediate cycle and Preschool education that precedes it.

Effectively, learning is a continuous and ongoing process of the individual throughout life, and thus the educational continuity, condition for a balanced, harmonious and quality development, implies a systemic and systematic articulation between the different education subsystems, a sine qua non condition for a quality education.

Traditionally living in an organizational isolation, teachers of the First Cycle and Childhood Educators find themselves in a new organizational model that makes them agents in the same Education Project, in the same Education Territory.

It obliges to a practice of educational continuity, sustained on an effective articulation of curricular development.

The quality education makes clear the educational continuity as a basic condition for its implementation, based on the assumption that education is a process that should lead to the global success of the individual, that should contribute for an adequate development of the competences that will allow, in a near future, this individual to become a responsible, solidary and participant citizen, a true agent of progress of the community he is part of.

Therefore, the present work seeks to analyze the theoretical assumptions of continuity and education articulation between Preschool Education and First Cycle.

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