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O impacto do processo de recrutamento de docentes na implementação das práticas recomendadas nas Equipas Locais de Intervenção Precoce na Infância
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.41 MB | Adobe PDF |
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Abstract(s)
As práticas atualmente recomendadas em Intervenção Precoce na Infância (IPI) refletem o avanço da investigação, quer neste campo específico, quer no campo do desenvolvimento das crianças. O crescente enfoque em práticas centradas na família, nas rotinas/atividades diárias e na funcionalidade implica uma transformação na forma de os profissionais de IPI facultarem os seus serviços, nomeadamente, a passagem de um serviço direto (de um para um) com a criança para um trabalho colaborativo com os adultos significativos para a criança. Esta transformação não constitui uma tarefa simples, apesar de já muitos profissionais se regerem por estes princípios e se encontrarem num processo de aproximação às práticas centradas na família. No entanto, passar para a prática os princípios da IPI não é uma tarefa fácil. Tem-se vindo a verificar um longo e complexo caminho na implementação das práticas recomendadas.
Este trabalho analisa as vivências e experiências dos docentes que exercem ou exerceram funções numa Equipa Local de Intervenção Precoce (ELI), centrando-se na forma como o seu processo de recrutamento ocorreu. Precisamente, sobre o impacto que este processo pode ter na implementação das práticas recomendadas, na forma como estes profissionais interpretam o papel que lhes foi atribuído. Este é o objetivo da presente investigação e para isso realizámos um estudo qualitativo. Recorrendo a entrevistas, acedemos à autoperceção dos docentes sobre o primeiro ano em que desempenharam funções numa equipa de IPI. O estudo revela que os participantes reconhecem que o processo de recrutamento tem consequências na implementação das práticas recomendadas nas Equipas Locais de Intervenção Precoce na Infância. Reconhecem ainda o impacto emocional, originado pelo processo em vigor, assim como a falta de capacitação para a função que vão exercer.
The practices currently recommended in Early Childhood Intervention (ECI) reflect the advancement of research, both in this specific field and in the field of children's development. The growing focus on family-centered practices, daily routines/activities and functionality implies a transformation in the way ECI professionals provide their services, namely, the move from direct (one-to-one) service with the child to collaborative work with adults who are significant to the child. This transformation is not a simple task, although many ECI professionals have already grasped these principles and are in the process of approaching family-centered practices. However, putting ECI principles into practice is not an easy task. There has been a long and complex path to implementing recommended practices. This work constitutes a research project about the experiences of teachers who work or have worked in a Local Early Intervention Team (LEIT), focusing on the way in which the teacher recruitment process was carried out. Precisely, on the impact that this process could have on the implementation of recommended practices, on the way these professionals interpret the role assigned to them. This is the objective of the present investigation and for this purpose a qualitative study will be carried out. Using interviews, the aim is to access the teachers' self-perception of the first year in which they were placed at ECI. The results of the study reveal that participants recognize that the recruitment process has consequences for the implementation of recommended practices in Local Early Childhood Intervention Teams. They also recognize the emotional impact caused by the current process, as well as the lack of training for the role they will perform.
The practices currently recommended in Early Childhood Intervention (ECI) reflect the advancement of research, both in this specific field and in the field of children's development. The growing focus on family-centered practices, daily routines/activities and functionality implies a transformation in the way ECI professionals provide their services, namely, the move from direct (one-to-one) service with the child to collaborative work with adults who are significant to the child. This transformation is not a simple task, although many ECI professionals have already grasped these principles and are in the process of approaching family-centered practices. However, putting ECI principles into practice is not an easy task. There has been a long and complex path to implementing recommended practices. This work constitutes a research project about the experiences of teachers who work or have worked in a Local Early Intervention Team (LEIT), focusing on the way in which the teacher recruitment process was carried out. Precisely, on the impact that this process could have on the implementation of recommended practices, on the way these professionals interpret the role assigned to them. This is the objective of the present investigation and for this purpose a qualitative study will be carried out. Using interviews, the aim is to access the teachers' self-perception of the first year in which they were placed at ECI. The results of the study reveal that participants recognize that the recruitment process has consequences for the implementation of recommended practices in Local Early Childhood Intervention Teams. They also recognize the emotional impact caused by the current process, as well as the lack of training for the role they will perform.
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Keywords
intervenção precoce na infância recrutamento de docentes práticas recomendadas early intervention in childhood teacher recruitment recommended practices