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This article reflects the trajectory of pre-school education in Portugal since the implementation of the Basic Law of the Educational System. The main objective is to discuss the Basic Law of the Educational System, in articulation with the Framework Law on Pre-School Education and the Curricular Guidelines for Pre-School Education, questioning the perspectives of equality and equity that are outlined there for children in Portugal. Altogether, this legal documentation considers the perspective of equality of opportunities in the access to pre-school education. However, the guarantee of the quality of the educational contexts and the children's learning, in the name of equity, is of greater uncertainty, although it is a concern of the legislation. [ABSTRACT FROM AUTHOR]

This article aims to assess and understand the perceptions of pre-school children as they move into primary education (in Portugal, 1.º CEB). The transition from pre-school to primary school leads to great transformations, both cognitive and social, in their lives, which imply a number of challenges, including the informal and non-formal contexts of their social relations and the transition to formal education (environment, space, time, contexts, and types of learning). The method used was the interview survey carried out in two schools in the city of Guarda, applied to 9 children, aged 5, 6 and 7, at three different times (May, October, and December) as they transitioned from pre-school to primary school. The results show the expectations, fears, and beliefs of the child in this transition period, providing a broader view for educators/teachers of children's needs in this important phase of their lives. [ABSTRACT FROM AUTHOR]