PREPARAÇÃO E APTIDÃO PERCECIONADA NO ENSINO SUPERIOR EM PORTUGAL
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A transição do ensino secundário para o ensino superior é um momento crítico na trajetória educativa em Portugal, num cenário de diversificação de vias e de reformas na formação vocacional. Este estudo analisa a associação entre a via de conclusão do secundário e, no momento de ingresso, as perceções de preparação e o sentimento de aptidão entre estudantes do Ensino Científico-Humanístico e do Ensino Profissional. Com base numa amostra nacional de 1.044 estudantes já matriculados no ensino superior, aplicaram-se testes de associação e comparação entre grupos (Qui-quadrado e Mann–Whitney) e modelos de regressão logística binária e ordinal. Os resultados sugerem que estudantes do Ensino Profissional apresentam maior probabilidade de reportar preparação “totalmente adequada” (OR = 2.17) e de se sentirem “totalmente aptos” (OR = 1.79), ainda que com efeitos pequenos. Em contraste, estudantes do Ensino Científico-Humanístico concentram mais respostas nas categorias intermédias, sinalizando perceções menos positivas e maior ambivalência inicial. À luz de relatórios da OECD, European Commission, Eurydice e Cedefop, discutem-se implicações para políticas educativas, com ênfase na orientação escolar e na articulação entre níveis de ensino. Conclui-se que a via secundária se associa à vivência subjetiva da transição para o ensino superior, embora com magnitude limitada
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