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Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular de Prática Profissional Supervisionada II (PPS II) em Jardim de Infância (JI), do 2.º ano do Mestrado de Educação Pré-Escolar da Escola Superior de Educação de Lisboa. Este documento visa refletir e registar, de um modo sistemático e fundamentado, todo o trabalho desenvolvido no decorrer de um estágio com a duração de cerca de 4 meses, com um grupo de crianças com idades compreendidas entre os 4 e os 6 anos de uma sala de jardim de infância integrada numa organização socioeducatica privada. Apresenta-se ainda uma perspetiva sobre o trajeto formativo vivenciado ao longo da formação, refletindo sobre os seus contributos na construção da minha identidade profissional enquanto futura educadora de infância.
Tendo presente o impacto da pandemia causada pelo vírus SARS-Covid 19 na relação JI-Famílias, surgiu um interesse em investigar esta questão no contexto socioeducativo em que estava a realizar a PPSII, com especial foco na sala em que estava integrada (JI3) com os seguintes objetivos: (i) Caracterizar e analisar a dinâmica JI-Famílias antes da pandemia e durante o período de confinamento; (ii) Identificar as estratégias de comunicação com as famílias utilizadas pela equipa educativa durante o confinamento; (iii) Identificar os impactos da pandemia na dinâmica JI-Famílias; e (iv) Conhecer como é que a equipa educativa projeta a dinâmica JI-Famílias no pós-pandemia.
Considerando os propósitos definidos, optou-se pela realização de um estudo de caso, de cariz qualitativo. A recolha de dados passou pela realização de duas entrevistas semidiretivas (uma à educadora responsável pela sala JI3 e outra à diretora da organização socioeducativa) e pela aplicação de um questionário online às famílias das crianças do grupo de referência.
Os dados reunidos revelam que no contexto socioeducativo em análise, no seguimento dos confinamentos provocados pela pandemia, as relações entre o JI e as famílias alteraram-se significativamente, com um grande afastamento físico das famílias em relação à escola, mas, ainda assim foi possível manter uma relação de qualidade e de muita comunicação. Para isso, foi necessário a reformulação de estratégias de
comunicação e cooperação para que se mantivesse a relação e parceria fundamental para o bem-estar e desenvolvimento da criança. Estratégias essas que foram desenvolvidas pela equipa educativa, e consistiam na utilização de plataformas digitais, tais como o Zoom e o Classroom, para a realização de reuniões com as crianças e com as famílias, e para partilhar sugestões de atividades semanais. A utilização do WhatsApp e do Email tornaram-se o meio de comunicação principal entre as famílias e a equipa educativa.
ABSTRACT This report is part of the Curricular Unit of Supervised Professional Practice II (PPS II) in Kindergarten (JI), of the 2nd year of the Master's Degree in Pre-School Education at Escola Superior de Educação de Lisboa. This document aims to reflect and record, in a systematic and well-founded way, all the work developed during an internship lasting about 4 months, with a group of children aged between 4 and 6 years old in a classroom. kindergarten integrated in a private socio-educational organization. It also presents a perspective on the formative path experienced throughout the training, reflecting on its contributions in the construction of my professional identity as a future kindergarten teacher. Bearing in mind the impact of the pandemic caused by the SARS-Covid 19 virus on the JI-Families relationship, an interest arose in investigating this issue in the socio-educational context in which the PPSII was being carried out, with a special focus on the room in which it was integrated (JI3) with the following objectives: (i) To characterize and analyze the JI-Families dynamics before the pandemic and during the confinement period; (ii) Identify communication strategies with families used by the educational team during confinement; (iii) Identify the impacts of the pandemic on the JI-Families dynamics; and (iv) Knowing how the educational team projects the JI-Families dynamic in the post-pandemic period. Considering the defined purposes, a qualitative case study was chosen. Data collection involved two semi-directive interviews (one with the educator responsible for the JI3 room and the other with the director of the socio-educational organization) and the application of an online questionnaire to the families of the children in the reference group. The collected data reveal that in the socio-educational context under analysis, following the confinements caused by the pandemic, the relations between the JI and the families changed significantly, with a great physical distance of the families in relation to the school, but, even so, it was possible maintain a quality relationship and a lot of communication. For this, it was necessary to reformulate communication and cooperation strategies in order to maintain the relationship and partnership that is fundamental for the well-being and development of the child. These strategies were developed by the educational team, and consisted of the use of digital platforms, such as Zoom and Classroom, to hold meetings with children and families, and to share suggestions for weekly activities. The use of WhatsApp and Email became the main means of communication between families and the educational team.
ABSTRACT This report is part of the Curricular Unit of Supervised Professional Practice II (PPS II) in Kindergarten (JI), of the 2nd year of the Master's Degree in Pre-School Education at Escola Superior de Educação de Lisboa. This document aims to reflect and record, in a systematic and well-founded way, all the work developed during an internship lasting about 4 months, with a group of children aged between 4 and 6 years old in a classroom. kindergarten integrated in a private socio-educational organization. It also presents a perspective on the formative path experienced throughout the training, reflecting on its contributions in the construction of my professional identity as a future kindergarten teacher. Bearing in mind the impact of the pandemic caused by the SARS-Covid 19 virus on the JI-Families relationship, an interest arose in investigating this issue in the socio-educational context in which the PPSII was being carried out, with a special focus on the room in which it was integrated (JI3) with the following objectives: (i) To characterize and analyze the JI-Families dynamics before the pandemic and during the confinement period; (ii) Identify communication strategies with families used by the educational team during confinement; (iii) Identify the impacts of the pandemic on the JI-Families dynamics; and (iv) Knowing how the educational team projects the JI-Families dynamic in the post-pandemic period. Considering the defined purposes, a qualitative case study was chosen. Data collection involved two semi-directive interviews (one with the educator responsible for the JI3 room and the other with the director of the socio-educational organization) and the application of an online questionnaire to the families of the children in the reference group. The collected data reveal that in the socio-educational context under analysis, following the confinements caused by the pandemic, the relations between the JI and the families changed significantly, with a great physical distance of the families in relation to the school, but, even so, it was possible maintain a quality relationship and a lot of communication. For this, it was necessary to reformulate communication and cooperation strategies in order to maintain the relationship and partnership that is fundamental for the well-being and development of the child. These strategies were developed by the educational team, and consisted of the use of digital platforms, such as Zoom and Classroom, to hold meetings with children and families, and to share suggestions for weekly activities. The use of WhatsApp and Email became the main means of communication between families and the educational team.
Description
Relatório da Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Criança Relação JI-Famílias Pandemia COVID-19 Educação de Infância Prática profissional supervisionado Child JI-families relationship COVID-19 pandemic Childhood education Supervised professional practice
Citation
Brito, M. R. (2022). "Os meus pais não podem vir à nossa sala por causa do Covid!" - Relação Jardim de Infância – Família em tempos de pandemia (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15842