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Authors
Advisor(s)
Abstract(s)
O envolvimento dos pais no jardim-de-infância é atualmente encarado como um aspeto tão fundamental quanto os outros elementos do processo educativo. Atendendo às mudanças que se têm vindo a verificar, quer na sociedade, quer nas estruturas familiares, e sendo vista a escola como um agente de socialização é essencial a promoção da relação escola-família. Apesar da família e a escola serem os principais contextos de desenvolvimento humano, poucos estudos científicos têm-se dedicado a compreender de forma sistemática a relação existente entre ambas.
Face a esta conjuntura, considerou-se essencial compreender quais as competências profissionais consideradas relevantes para o estabelecimento de uma relação bem articulada entre a escola e a família. Deste modo tenciona-se aferir as necessidades de formação dos profissionais de um contexto educativo específico para a promoção do envolvimento parental. Para tal foi essencial delinear algumas questões, de modo a tentar avaliar qual é a importância dada, no jardim de infância objeto deste estudo, à relação Escola-Família; de que forma os profissionais promovem esta relação e perceber quais as dificuldades que os pais e os profissionais sentem. Estas questões surgem como aspetos a aferir face aos objetivos traçados.
Foi imprescindível perceber as perspetivas dos pais e dos profissionais face a esta temática. Em termos metodológicos, optou-se por realizar um estudo qualitativo, seguindo uma abordagem interpretativa, privilegiando a recolha de dados através da realização de entrevistas aos educadores e de inquérito por questionário aos pais.
A investigação revelou que apesar dos profissionais acionarem estratégias de promoção para o envolvimento parental, estas nem sempre vão ao encontro das necessidades e interesses de todas as famílias de um determinado contexto. Por sua vez identificaram-se algumas regras institucionais e caraterísticas das famílias que por vezes dificultam a relação. Considerou-se pertinente a implementação de sessões de formação para profissionais e para pais de acordo com as necessidades e interesses, no sentido de promover a relação escola-família.
SUMMARY The involvement of parents in the Kindergarten is currently seen as a key element so fundamental as the other elements of the educational process. Given the changes that has been verified, whether in society, whether in family structures and being the school seen as an agent of socialization it is essential the promotion of school-family relationship. Despite the family and the school being the main contexts in human development, few scientific studies have studied systematically the relationship between them. Given this situation, it was considered essential understand which professional skills where considered relevant for the establishment of a well-articulated relationship between the school and family. In this way, it is intended to assess the required training needed of the professionals in a specific educational context for the promotion of parental involvement. For this, it was essential to outline some questions in order to try to assess what is the importance given in this kindergarten, to the school-family relationship; how professionals promote this relationship and realize what difficulties parents and professionals feel. These questions arise as to assess aspects concerning the objectives outlined. It was essential to understand the perspectives of parents and professionals towards this theme. In terms of methodology, it was decided to conduct a qualitative study, following an interpretive approach, focusing on the collection of data by conducting interviews with educators and questionnaire survey to parents. The investigation revealed that despite the professionals promote strategies for parental involvement, these do not always meet the needs and interests of all families in a given context. In turn, they identified some institutional rules and characteristics of families that sometimes hinder the relationship. It was considered appropriate the implementation of training sessions for professionals and parents in accordance with the needs and interests, to promote the school-family relationship.
SUMMARY The involvement of parents in the Kindergarten is currently seen as a key element so fundamental as the other elements of the educational process. Given the changes that has been verified, whether in society, whether in family structures and being the school seen as an agent of socialization it is essential the promotion of school-family relationship. Despite the family and the school being the main contexts in human development, few scientific studies have studied systematically the relationship between them. Given this situation, it was considered essential understand which professional skills where considered relevant for the establishment of a well-articulated relationship between the school and family. In this way, it is intended to assess the required training needed of the professionals in a specific educational context for the promotion of parental involvement. For this, it was essential to outline some questions in order to try to assess what is the importance given in this kindergarten, to the school-family relationship; how professionals promote this relationship and realize what difficulties parents and professionals feel. These questions arise as to assess aspects concerning the objectives outlined. It was essential to understand the perspectives of parents and professionals towards this theme. In terms of methodology, it was decided to conduct a qualitative study, following an interpretive approach, focusing on the collection of data by conducting interviews with educators and questionnaire survey to parents. The investigation revealed that despite the professionals promote strategies for parental involvement, these do not always meet the needs and interests of all families in a given context. In turn, they identified some institutional rules and characteristics of families that sometimes hinder the relationship. It was considered appropriate the implementation of training sessions for professionals and parents in accordance with the needs and interests, to promote the school-family relationship.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ciências da Educação, especialidade Supervisão em Educação
Keywords
Relação escola-família Envolvimento parental Formação contínua Formação em contexto Desenvolvimento profissional School-family relationship Parental involvement Continuing education Training in context Professional development
Citation
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa