ABSTRACT
The individualistic conception of school success is still very much present in pedagogical action, since it corresponds to the presupposition of a transmissive pedagogy and a positivist neoliberal educational culture, both predominant in conventional education. This implies that the burden of possible failure in educational transitions lies on the shoulders of the individual learner, regardless of other educational actors and of the pedagogic approach used in classroom. Listening to children’s voices is key for the promotion of a participatory transition process grounded on the understanding of their perceptions, learnings, interpretations and dreams. This chapter uses the voices of children who have made the transition from a participatory preschool to a conventional primary school to develop a program centred in an ecological understanding of transitions.
