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Authors
Advisor(s)
Abstract(s)
No presente relatório é apresentada uma análise crítica e reflexiva sobre a prática e a investigação desenvolvidas no âmbito da Prática Profissional Supervisionada II (PPS) inserida no Mestrado em Educação Pré-Escolar. A mesma ocorreu numa sala de jardim de infância, com um grupo de 20 crianças com idades compreendidas entre os 2 e os 3 anos.
Após vários momentos de observação e reflexão durante a PPS, foi possível constatar a existência de uma relação positiva e consistente entre o contexto socioeducativo e as famílias da sala JI1. A literatura tem vindo a apontar para os vários benefícios dessa relação, nomeadamente, para o desenvolvimento e bem-estar da criança. Considerando os dados de observação recolhidos, a atualidade e a relevância da temática, considerou-se pertinente realizar uma investigação com vista a compreender a dinâmica Escola-Família no contexto socioeducativo em questão, em particular na sala de JI1.
Em face dos objetivos delineados, optou-se pela realização de um estudo de caso, de natureza qualitativa ou interpretativa, assente na combinação de uma pluralidade de técnicas de investigação, quer na fase de recolha, quer na fase de análise de dados. Com efeito, a recolha de dados passou pela combinação de técnicas de observação direta, através da qual se reuniu um conjunto alargado de notas de campo, e de observação indireta, designadamente, análise documental, inquérito por questionário, inquérito por entrevista e focus group. Os dados qualitativos foram submetidos a uma análise de conteúdo e os dados quantitativos foram submetidos a um tratamento estatístico, designadamente, contagem e distribuição de frequências.
Os resultados da investigação sugerem que tanto as famílias como o contexto socioeducativo concordam com a importância do estabelecimento de uma relação entre a escola e as famílias. Paralelamente, revelam que as estratégias implementadas pela organização socioeducativa e pela equipa educativa para o estabelecimento dessa relação resultam numa relação positiva e num elevado nível de envolvimento das famílias, num impacto positivo na organização, nas famílias e nas crianças. Não obstante, os dados revelaram também que, na organização em estudo, não existe uma prática de participação das famílias, ainda que se denote da parte dos seus atores uma predisposição para que esta prática seja instituída.
No presente relatório, inclui-se ainda uma reflexão sobre o impacto do processo vivenciado ao longo do percurso formativo, em particular, no âmbito da Prática Profissional Supervisionada, na construção da minha identidade profissional.
ABSTRACT The present essay demonstrates a critical and reflexive analysis of the developed Professional Supervised Practice II (PPS) inserted on the master’s degree in Pre-school Education. This supervised practice took place in a kindergarten context, with a group of 20 children with ages comprehended within 2 and 3 years old. After several moments of observation and reflection during the PPS, it was possible to verify a positive and consistent relationship between the context and the families of the class JI1. The literature has been showing there are several benefits of this relationship, namely, for the development and child welfare. Considering the observation data, the timeliness and relevance of this topic, it was considered relevant to accomplish an investigation with the purpose of characterize and analyze the school-families’ dynamic of the context in case, in particular the class JI1. Face of purposes defined, it was chosen to develop the investigation through the case study methodology, with a qualitative or interpretative nature, based on a combination of techniques for data collection and its posterior analysis. As an effect, the data collection emerged by the combination of direct observation techniques, from which was gathered a large group of field notes, and of indirect observation, in the form of documentary analysis, questionnaire survey, interview and focus group. The data collected was submitted to a statistical treatment, namely counting and frequency distribution. The results of the investigation suggest that the families, as well as the context, agree on the importance of stabilizing a relationship between the school and the families. At the same time, it was revealed that the strategies implemented by both the organization and the team to stabilizing the relationship result in a positive relationship and in a considerable level of involvement of the families, succeeding in a positive impact on the organization, on families and on children. However, the study revealed that it does not exist any kind of families’ participation, although it denotes by the actors predisposition for this scenario to occur. On the present essay, also includes a reflection about the impact of the experience lived over the formative path, within Professional Supervised Practice, on the construction of my professional identity.
ABSTRACT The present essay demonstrates a critical and reflexive analysis of the developed Professional Supervised Practice II (PPS) inserted on the master’s degree in Pre-school Education. This supervised practice took place in a kindergarten context, with a group of 20 children with ages comprehended within 2 and 3 years old. After several moments of observation and reflection during the PPS, it was possible to verify a positive and consistent relationship between the context and the families of the class JI1. The literature has been showing there are several benefits of this relationship, namely, for the development and child welfare. Considering the observation data, the timeliness and relevance of this topic, it was considered relevant to accomplish an investigation with the purpose of characterize and analyze the school-families’ dynamic of the context in case, in particular the class JI1. Face of purposes defined, it was chosen to develop the investigation through the case study methodology, with a qualitative or interpretative nature, based on a combination of techniques for data collection and its posterior analysis. As an effect, the data collection emerged by the combination of direct observation techniques, from which was gathered a large group of field notes, and of indirect observation, in the form of documentary analysis, questionnaire survey, interview and focus group. The data collected was submitted to a statistical treatment, namely counting and frequency distribution. The results of the investigation suggest that the families, as well as the context, agree on the importance of stabilizing a relationship between the school and the families. At the same time, it was revealed that the strategies implemented by both the organization and the team to stabilizing the relationship result in a positive relationship and in a considerable level of involvement of the families, succeeding in a positive impact on the organization, on families and on children. However, the study revealed that it does not exist any kind of families’ participation, although it denotes by the actors predisposition for this scenario to occur. On the present essay, also includes a reflection about the impact of the experience lived over the formative path, within Professional Supervised Practice, on the construction of my professional identity.
Description
Relatório de Prática Profissional Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Keywords
Jardim de infância Participação Envolvimento Relação escola família Kindergarten Involvement Participation School-family relationship
Citation
Martins, F. V. S. (2019). "A mãe da M.F veio à nossa sala" - Participação e envolvimento das famílias num contexto de Jardim de Infância: das representações às práticas (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/12895
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa