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Ensino secundário geral e profissional e a transição para o ensino superior em Portugal

  • Miguel Carvalho, Hugo [3] ; Carlos Santos, João [3] ; Pocinho, Ricardo [1] ; José García Peñalvo , Francisco [2]
    1. [1] Instituto Politécnico de Leiria

      Instituto Politécnico de Leiria

      Leiria, Portugal

    2. [2] Universidad de Salamanca

      Universidad de Salamanca

      Salamanca, España

    3. [3] Instituto Superior de Ciências de Informação e Administração de Aveiro (ISCIA)
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  • Localización: Revista EDaPECI, ISSN-e 2176-171X, Vol. 26, Nº. 1, 2026 (Ejemplar dedicado a: Educação a Distância e Práticas Educativas Comunicacionais e Interculturais), págs. 85-99
  • Idioma: portugués
  • DOI: 10.29276/redapeci.2026.26.124583.85-99
  • Títulos paralelos:
    • Educación secundaria general y profesional y la transición a la educación superior en Portugal
    • General and vocational upper secondary education and the transition to higher education in Portugal
  • Enlaces
  • Resumen
    • español

      Este estudio analiza las percepciones de preparación para la educación superior entre estudiantes portugueses procedentes de distintas trayectorias de educación secundaria: Enseñanza General Científico‑Humanística, Enseñanza Profesional y Enseñanza Articulada. A partir de una muestra de 714 estudiantes de educación superior, recogida mediante un cuestionario en línea, se exploraron dos medidas ordinales de percepción: AE («La educación secundaria me preparó para la educación superior?»; escala 1–4) y BF («Siento que la educación secundaria…»; escala 1–3). El análisis se realizó mediante pruebas no paramétricas de Kruskal–Wallis y Mann–Whitney, con corrección de Benjamini–Hochberg para comparaciones múltiples, y modelos de regresión logística binaria y multinomial, complementados con tamaños del efecto adecuados para datos ordinales. Los resultados muestran que la dimensión BF distingue significativamente entre trayectorias, con percepciones más positivas por parte de los estudiantes de la Enseñanza Profesional, mientras que AE no presenta diferencias estadísticamente robustas entre los grupos. Las dos medidas presentan una correlación fuerte y positiva, lo que sugiere proximidad conceptual, aunque con énfasis distintos: BF capta de manera más sensible la preparación práctica, mientras que AE expresa una valoración global más difusa. Estos resultados contribuyen al debate sobre la permeabilidad entre vías en el sistema educativo portugués, subrayando la importancia de reforzar los puentes académicos y los dispositivos de apoyo que articulen la valorización de las competencias prácticas con el desarrollo de las literacidades académicas.

    • English

      This study examines perceptions of preparedness for higher education among Portuguese students coming from different upper secondary pathways: General Scientific‑Humanistic, Vocational and Articulated programmes. Drawing on a sample of 714 higher education students, surveyed through an online questionnaire, two ordinal measures of perceived preparedness were analysed: AE (“Upper secondary education prepared me for higher education?”; 1–4 scale) and BF (“I feel that upper secondary education…”; 1–3 scale). Data were analysed using non‑parametric Kruskal–Wallis and Mann–Whitney tests with Benjamini–Hochberg correction for multiple comparisons, as well as binary and multinomial logistic regression models, complemented by effect size measures suitable for ordinal data. Results indicate that the BF dimension significantly distinguishes between pathways, with students from Vocational Education reporting more positive perceptions, whereas AE does not show statistically robust differences across groups. The two measures are strongly and positively correlated, suggesting conceptual proximity with distinct emphases: BF captures practical preparedness more sensitively, while AE conveys a more diffuse global assessment. These findings contribute to the debate on permeability between educational pathways in the Portuguese system, highlighting the need to strengthen academic bridges and support mechanisms that connect the valorisation of practical competences with the development of academic literacies.

    • português

      Este estudo analisa as perceções de preparação para o ensino superior entre estudantes portugueses oriundos de diferentes percursos do ensino secundário: Ensino Regular Científico‑Humanístico, Ensino Profissional e Ensino Articulado. Com base numa amostra de 714 estudantes do ensino superior, recolhida por questionário online, exploraram‑se duas medidas ordinais de perceção: AE (“O ensino secundário preparou‑me para o ensino superior?”; escala 1–4) e BF (“Sinto que o ensino secundário…”; escala 1–3). A análise recorreu a testes não paramétricos de Kruskal‑Wallis e Mann‑Whitney, com correção de Benjamini–Hochberg para comparações múltiplas, e a modelos de regressão logística binária e multinomial, complementados por medidas de tamanho de efeito adequadas a dados ordinais. Os resultados mostram que a dimensão BF distingue significativamente os percursos, evidenciando perceções mais positivas por parte dos estudantes do Ensino Profissional, enquanto AE não apresenta diferenças estatisticamente robustas entre grupos. As duas medidas revelam correlação forte e positiva, sugerindo proximidade conceptual, ainda que com ênfases distintas: BF capta de forma mais sensível a preparação prática, ao passo que AE traduz uma avaliação global mais difusa. Estes resultados contribuem para o debate sobre a permeabilidade entre vias no sistema educativo português, sublinhando a importância de reforçar pontes académicas e dispositivos de apoio que articulem a valorização de competências práticas com o desenvolvimento de literacias académicas.

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