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A dissertação “A participação das crianças na Componente de Apoio à Família: representações de profissionais de uma Junta de Freguesia e perspetivas da Educação Social” analisa as representações de três profissionais de uma Junta de Freguesia sobre o direito de participação das crianças em contextos de educação não formal, tomando como estudo de caso a Componente de Apoio à Família (CAF). Ancorada na Educação Social e na Sociologia da Infância, a investigação procura compreender de que modo as profissionais concebem e concretizam a participação infantil nas decisões e práticas quotidianas. De natureza qualitativa, o estudo combina análise documental e entrevistas semiestruturadas realizadas a uma educadora social, à coordenadora da CAF e à vogal do pelouro da educação. A análise de conteúdo permitiu identificar representações, práticas e constrangimentos associados à participação das crianças. O Estado da Arte confirmou a relevância e atualidade do tema, evidenciando a escassez de estudos centrados nas CAF a partir das perspetivas da Educação Social e dos direitos da criança, o que reforça a pertinência e o contributo desta investigação. Os resultados mostram que, embora os documentos institucionais assegurem os direitos de proteção e desenvolvimento, o direito à participação permanece ausente do enquadramento formal. As profissionais valorizam a escuta e a expressão das crianças, mas essas práticas são pontuais e dependem da iniciativa individual. Persistem obstáculos estruturais e culturais — falta de tempo, recursos e formação — coexistindo com fatores facilitadores, como a coesão das equipas, a confiança nas relações e algumas experiências de cidadania ativa. Conclui-se que a participação infantil na CAF se mantém residual e simbólica, condicionada por lógicas institucionais de controlo adulto. A Educação Social afirma-se, assim, como espaço privilegiado para promover práticas de escuta e decisão partilhada, exigindo formação específica, clarificação de papéis e a integração formal da participação infantil nas dinâmicas quotidianas.
The dissertation entitled “Children’s participation in the Componente de Apoio à Família [Family Support Component]: representations of professionals from a Parish Council and perspectives from Social Education” analyses the representations of three professionals from a Parish Council regarding children’s right to participate in non-formal educational contexts, taking the Family Support Component (CAF) as a case study. Grounded in Social Education and the Sociology of Childhood, the research seeks to understand how the professionals conceive and implement children’s participation in everyday decision-making and practices. Adopting a qualitative approach, the study combines documentary analysis with semi-structured interviews conducted with a social educator, the CAF coordinator, and the councillor responsible for education. Content analysis enabled the identification of representations, practices, and constraints associated with children’s participation. The review of the State of the Art confirmed the relevance and timeliness of the topic, highlighting the scarcity of studies addressing the CAF from the perspectives of Social Education and children’s rights, thereby reinforcing the pertinence and contribution of this research. The findings indicate that, although institutional documents safeguard children’s rights to protection and development, the right to participation remains absent from the formal framework. The professionals acknowledge the importance of listening to and valuing children’s opinions, yet such practices are occasional and largely dependent on individual initiative. Structural and cultural barriers persist — such as limited time, resources, and training — alongside facilitating factors including team cohesion, trusting relationships with children, and some experiences of active citizenship. It is concluded that children’s participation within the CAF remains residual and mostly symbolic, constrained by institutional and cultural dynamics of adult control. Social Education thus emerges as a privileged field for fostering listening and shared decision-making practices, requiring specific training, clear role definition, and the formal integration of children’s participation into CAF regulations and everyday practices.
The dissertation entitled “Children’s participation in the Componente de Apoio à Família [Family Support Component]: representations of professionals from a Parish Council and perspectives from Social Education” analyses the representations of three professionals from a Parish Council regarding children’s right to participate in non-formal educational contexts, taking the Family Support Component (CAF) as a case study. Grounded in Social Education and the Sociology of Childhood, the research seeks to understand how the professionals conceive and implement children’s participation in everyday decision-making and practices. Adopting a qualitative approach, the study combines documentary analysis with semi-structured interviews conducted with a social educator, the CAF coordinator, and the councillor responsible for education. Content analysis enabled the identification of representations, practices, and constraints associated with children’s participation. The review of the State of the Art confirmed the relevance and timeliness of the topic, highlighting the scarcity of studies addressing the CAF from the perspectives of Social Education and children’s rights, thereby reinforcing the pertinence and contribution of this research. The findings indicate that, although institutional documents safeguard children’s rights to protection and development, the right to participation remains absent from the formal framework. The professionals acknowledge the importance of listening to and valuing children’s opinions, yet such practices are occasional and largely dependent on individual initiative. Structural and cultural barriers persist — such as limited time, resources, and training — alongside facilitating factors including team cohesion, trusting relationships with children, and some experiences of active citizenship. It is concluded that children’s participation within the CAF remains residual and mostly symbolic, constrained by institutional and cultural dynamics of adult control. Social Education thus emerges as a privileged field for fostering listening and shared decision-making practices, requiring specific training, clear role definition, and the formal integration of children’s participation into CAF regulations and everyday practices.
Descrição
Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Social e Intervenção Comunitária
Palavras-chave
Modos de participação das crianças Representações sociais de profissionais Componente de apoio à família Junta de freguesia Children’s participation Professionals’ social representations Family support component Parish council
Contexto Educativo
Citação
Azevedo, S. M. F. (2025). A participação das crianças na componente de apoio à família: um estudo sobre as representações de profissionais de uma junta de freguesia [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22629