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Orientador(es)
Resumo(s)
O presente relatório aborda reflexivamente a minha intervenção durante a Prática Profissional Supervisionada II (PPS II), realizada em Jardim de Infância (JI). Esta decorreu entre 7 de outubro de 2019 e 23 de janeiro de 2020, com um grupo de 19 crianças, com idades compreendidas entre os três e os seis anos. No decorrer da Prática Profissional Supervisionada I, foi desenvolvida uma introdução à investigação sobre as conceções dos pais sobre uma creche de qualidade que me permitiu observar a importância da relação estabelecida entre as famílias e a equipa educativa. Em seguimento desta temática, surgiu na Prática Profissional Supervisionada II uma investigação que pretende conhecer a relação entre as famílias e a equipa educativa do contexto socioeducativo, analisando se esta relação se baseia numa prática colaborativa. Assim, foi realizado um estudo qualitativo, através da realização de seis entrevistas semiestruturadas, com o objetivo de conhecer as perspetivas das famílias e das educadoras de infância sobre a relação que mantém. Depois de recolhidas e transcritas as entrevistas, foi feita uma análise de conteúdo para averiguar as informações obtidas. Os dados recolhidos, demonstram que tanto as famílias como as educadoras de infância consideram que mantém uma relação boa e que a mesma é fundamental, trazendo diversos benefícios às crianças. Ainda assim, a maioria das famílias participam apenas quando lhes é proposto, não participando na tomada de decisões. Por fim, é apresentada a construção da profissionalidade docente enquanto educadora de infância em contexto, onde demonstro a importância dos dois períodos de intervenção, onde pude observar importância da prática colaborativa entre a família e a equipa educativa.
ABSTRACT The present report reflects on my intervention during Supervised Professional Practice II, held in Kindergarten. My intervention was carried out between October 7, 2019 and January 23, 2020, with a group of 19 children, aged between three and six years. During Supervised Professional Practice I, I developed an introduction regarding the research on parents' conceptions of a quality day care center that allowed me to perceive the importance of the inclusion relationship between families and educational teams. Following this subject, an investigation in Supervised Professional Practice II emerged, seeking to understand the relationship between families and the educational team in the socio-educational context, analyzing whether this relationship is based or not in a collaborative practice. Therefore, a qualitative study was carried out, through the realization of six semi-structured interviews, with the aim of getting to know the perspectives of families and early childhood educators about their own relationship. After collecting and transcribing the interviews, an analysis on the content was carried out to ascertain the obtained information. The collected data determined that both families and kindergarten teachers consider that they uphold a good relationship and that this relationship is fundamental, bringing numerous benefits to the children. Nevertheless, most families participate only when they are asked to, not being part of the decision-making plan. Finally, the construction of teaching professionality is presented as a childhood educator in context, where I demonstrate the importance of the two phases of intervention in which I could see the value of collaborative practice between families and the educational team.
ABSTRACT The present report reflects on my intervention during Supervised Professional Practice II, held in Kindergarten. My intervention was carried out between October 7, 2019 and January 23, 2020, with a group of 19 children, aged between three and six years. During Supervised Professional Practice I, I developed an introduction regarding the research on parents' conceptions of a quality day care center that allowed me to perceive the importance of the inclusion relationship between families and educational teams. Following this subject, an investigation in Supervised Professional Practice II emerged, seeking to understand the relationship between families and the educational team in the socio-educational context, analyzing whether this relationship is based or not in a collaborative practice. Therefore, a qualitative study was carried out, through the realization of six semi-structured interviews, with the aim of getting to know the perspectives of families and early childhood educators about their own relationship. After collecting and transcribing the interviews, an analysis on the content was carried out to ascertain the obtained information. The collected data determined that both families and kindergarten teachers consider that they uphold a good relationship and that this relationship is fundamental, bringing numerous benefits to the children. Nevertheless, most families participate only when they are asked to, not being part of the decision-making plan. Finally, the construction of teaching professionality is presented as a childhood educator in context, where I demonstrate the importance of the two phases of intervention in which I could see the value of collaborative practice between families and the educational team.
Descrição
Relatório da Prática Profissional Supervisionada II apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Educação Pré-Escolar
Palavras-chave
Cooperação Educação pré-escolar Família Escola Pre-school education School Family Cooperation
Contexto Educativo
Citação
Bento, C. M. C. (2019). Pistas para uma prática colaborativa: Participação da família na educação pré-escolar (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/12847
Editora
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa