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Abstract(s)
A existência de uma relação entre os contextos educativo e familiar no jardim de infância traz vantagens para a criança, para as famílias e para a instituição. Esta relação é valorizada numa “escola aberta”, dado que coincide com um contexto que fomenta o envolvimento parental.
Partindo deste pressuposto, optou-se, no âmbito da Prática Profissional Supervisionada II da qual resulta o presente relatório, por realizar uma investigação centrada na Relação Escola-Família e no Envolvimento Parental, com o objetivo de compreender quais as estratégias adotadas num jardim de infância como “espaço aberto” às famílias. A intervenção ocorreu numa sala de 2/3 anos, com doze crianças, durante o período compreendido entre 17 de outubro de 2022 e 6 de fevereiro de 2023. Começou-se por caracterizar, de forma reflexiva, o contexto onde decorreu a prática, de modo a definir objetivos de intervenção, em conjunto com as intencionalidades educativas para o contexto.
A investigação assentou numa abordagem mista, recorrendo ao método do estudo de caso e utilizando como técnicas de recolha de dados a observação direta, a consulta documental, a implementação de uma entrevista semiestruturada às educadoras e a aplicação de questionários aos pais do contexto de estudo.
Tendo em vista a problemática do estudo, e a partir dos dados recolhidos e organizados em torno de quatro categorias – (i) perspetivas sobre a Educação de Infância; (ii) relação escola-família; (iii) tipologias de envolvimento parental; e (iv) estratégias de envolvimento parental –, procurei analisar, por um lado, as conceções e práticas das educadoras sobre o envolvimento parental num contexto educativo aberto às famílias e, por outro, as próprias representações das famílias sobre o seu envolvimento e a sua participação nas atividades da escola.
ABSTRACT* The existence of a relationship between the educational and family contexts in kindergarten brings advantages for the child, for the families and for the institution. This relationship is valued in an “open school”, as it coincides with a context that encourages parental involvement. Based on this assumption, it was decided, within the scope of Supervised Professional Practice II from which this report results, to carry out an investigation centred on the School-Family Relationship and on Parental Involvement, with the aim of understanding which strategies are adopted in a kindergarten. as an “open space” for families. The intervention took place in a 2/3-year-old classroom, with twelve children, during the period between October 17, 2022, and February 6, 2023, to define intervention objectives, together with the educational intentions for the context. The research was based on a mixed approach, resorting to the case study method and using direct observation, document consultation, implementation of a semi-structured interview with the educators and the application of questionnaires to parents in the study context as data collection techniques. Having the study's problem in mind, and from the data collected and organized around four categories – (i) perspectives on Childhood Education; (ii) school-family relationship; (iii) types of parental involvement; and (iv) parental involvement strategies –, I tried to analyse, on the one hand, the educators' conceptions and practices about parental involvement in an educational context open to families and, on the other hand, the families' own representations about their involvement and their participation in school activities.
ABSTRACT* The existence of a relationship between the educational and family contexts in kindergarten brings advantages for the child, for the families and for the institution. This relationship is valued in an “open school”, as it coincides with a context that encourages parental involvement. Based on this assumption, it was decided, within the scope of Supervised Professional Practice II from which this report results, to carry out an investigation centred on the School-Family Relationship and on Parental Involvement, with the aim of understanding which strategies are adopted in a kindergarten. as an “open space” for families. The intervention took place in a 2/3-year-old classroom, with twelve children, during the period between October 17, 2022, and February 6, 2023, to define intervention objectives, together with the educational intentions for the context. The research was based on a mixed approach, resorting to the case study method and using direct observation, document consultation, implementation of a semi-structured interview with the educators and the application of questionnaires to parents in the study context as data collection techniques. Having the study's problem in mind, and from the data collected and organized around four categories – (i) perspectives on Childhood Education; (ii) school-family relationship; (iii) types of parental involvement; and (iv) parental involvement strategies –, I tried to analyse, on the one hand, the educators' conceptions and practices about parental involvement in an educational context open to families and, on the other hand, the families' own representations about their involvement and their participation in school activities.
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
Educação pré-escolar Relação escola-família Envolvimento parental Preschool education School-family relationship Parental involvement
Citation
Lemos, M. R. M. (2023). O jardim de infância como espaço aberto às famílias: Um estudo sobre estratégias de envolvimento parental (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16228