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Authors
Advisor(s)
Abstract(s)
O presente trabalho procura analisar o percurso concretizado ao longo da Prática
Profissional Supervisionada II (PPS II), incluído no plano de estudos para a obtenção de
grau de Mestre em Educação Pré-Escolar, e reflete todo o trabalho desenvolvido ao
longo desse período. Desta feita, este estudo contempla duas dimensões: (i) a descrição
e análise do trabalho realizado entre os dias 7 de outubro de 2019 e 24 de janeiro do
corrente ano, numa instituição privada do concelho de Lisboa, na valência de Jardim de
infância (JI), com um grupo de 25 crianças de 4 anos de idade; e (ii) a componente
investigativa e reflexiva, que resultou de uma observação e vivência do contexto
socioeducativo onde estive inserida, centrada nas expectativas que educadora e
famílias têm em relação à participação das segundas na sala de atividades. Esta
temática procurou, também, sensibilizar tanto a equipa educativa, como as famílias para
a valorização das suas interações nos mais diversos momentos da educação formal dos
seus educandos. Desta forma, apresento meu estudo de caso de natureza mista – A
participação das famílias na sala de atividades. Esta temática surge por considerar
fundamental, tal como expresso por Silva et Al. (2016) e Folque et Al. (2018), que a
participação e envolvimento das famílias não era tão acentuado como desejaria que
fosse. Para além do interesse pessoal, no decorrer do estágio pude vivenciar que as
crianças partilhavam em casa atividades da escolar.
Todos os resultados desta investigação foram obtidos através de quatro técnicas
distintas: observação direta (registando as ocorrências em notas de campo); consulta
documental; aplicação de questionário às famílias das crianças da sala; e, finalmente, a
realização de uma entrevista à educadora cooperante. A utilização destas técnicas em
simultâneo procurava permitir uma triangulação dos dados obtidos. A análise dos dados
obtidos em prol desta permite concluir que, apesar de podermos considerar estas
famílias algo participativas, esta participação é sobretudo motivada pela resposta a
pedidos da educadora/instituição e raramente se sucede em atividades de sala e/ou
iniciativas propostas pela própria família. Destaco, ainda, que ao invés do pensado
inicialmente, esta participação não é condicionada somente pela conciliação entre
horário laboral e escolar. Apesar disso, existe um esforço por parte da educadora
cooperante para incluir mais as famílias nas atividades de sala, será um começo?
No quarto capítulo é realizada uma análise e reflexão de todo o meu percurso
académico e de prática profissional, que influenciaram a construção da minha
profissionalidade e crescimento pessoal enquanto educadora estagiária. Por último,
serão expostas as considerações finais decorrentes deste trabalho.
ABSTRACT The present research work seeks to analyze the work carried out in the scope of Supervised Professional Practice II (PPS II) course, included in the study plan for the Master's degree in Pre-School Education, and shows all the work performed in the same period. Thus, this study contemplates two dimensions: (i) a description and analysis of all the work carried out between the 7th of October 2019 and the 24th of January this year, in a private institution in the municipality of Lisbon, in the valence of PreSchool (JI), with a group of 25 homogeneous 4-year-old children; and (ii) a research and reflection component, which results from observation and experience of the socioeducational context in which this group is inserted, centered around the expectations that educators and families hold in relation to the participation of the latter in the class’s activities. This theme also seeks to raise awareness to both the educational team and the families to value of family interactions in diverse moments of the formal education of their students. In this context, I present my qualitative case study – Family participation in the Activity Room. This research topic is driven by the recognition, as stated by Silva et Al. (2016) and Folque et Al. (2018), that family participation and engagement in school’s activities are not as frequent as I would desire. Beyond my own personal interest, during my internship I had the opportunity of realizing that children often talk about school activities at home. All the results of this investigation were gathered using four different techniques: direct observation (field notes mobilization); document consultation; application of a questionnaire to the families of the children in the room; and, finally, an interview with the cooperating educator. The analysis of the data obtained in the research process in question leads me to consider that, although we can consider these families as somewhat participative, this is the most frequently motivated by requests from the educators / institutions and rarely in activities and / or motivated by the families themselves. I also emphasize that, unlike I initially supposed, this lack of participation is not driven only by the reconciliation between working and school hours. Despite this, there is an effort on the part of the cooperating educator to include more and more the families in the activities of the classroom. Is it a start? In the fourth chapter, an analysis and reflection is presented on my entire academic and professional practice, which influences the construction of my professionalism and personal growth as an intern educator. Finally, they will be exposed as final considerations after this work.
ABSTRACT The present research work seeks to analyze the work carried out in the scope of Supervised Professional Practice II (PPS II) course, included in the study plan for the Master's degree in Pre-School Education, and shows all the work performed in the same period. Thus, this study contemplates two dimensions: (i) a description and analysis of all the work carried out between the 7th of October 2019 and the 24th of January this year, in a private institution in the municipality of Lisbon, in the valence of PreSchool (JI), with a group of 25 homogeneous 4-year-old children; and (ii) a research and reflection component, which results from observation and experience of the socioeducational context in which this group is inserted, centered around the expectations that educators and families hold in relation to the participation of the latter in the class’s activities. This theme also seeks to raise awareness to both the educational team and the families to value of family interactions in diverse moments of the formal education of their students. In this context, I present my qualitative case study – Family participation in the Activity Room. This research topic is driven by the recognition, as stated by Silva et Al. (2016) and Folque et Al. (2018), that family participation and engagement in school’s activities are not as frequent as I would desire. Beyond my own personal interest, during my internship I had the opportunity of realizing that children often talk about school activities at home. All the results of this investigation were gathered using four different techniques: direct observation (field notes mobilization); document consultation; application of a questionnaire to the families of the children in the room; and, finally, an interview with the cooperating educator. The analysis of the data obtained in the research process in question leads me to consider that, although we can consider these families as somewhat participative, this is the most frequently motivated by requests from the educators / institutions and rarely in activities and / or motivated by the families themselves. I also emphasize that, unlike I initially supposed, this lack of participation is not driven only by the reconciliation between working and school hours. Despite this, there is an effort on the part of the cooperating educator to include more and more the families in the activities of the classroom. Is it a start? In the fourth chapter, an analysis and reflection is presented on my entire academic and professional practice, which influences the construction of my professionalism and personal growth as an intern educator. Finally, they will be exposed as final considerations after this work.
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
Famílias Jardim de infância Participação Escola Kindergarten Families School Participation
Citation
Castel-Branco, M. L. (2019). A participação das famílias na sala de atividades (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/12945
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa