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Os Docentes nas Equipas de Intervenção Precoce no Distrito de Portalegre
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Abstract(s)
O presente estudo pretende caracterizar as práticas de Intervenção Precoce na Infância, designadamente no que diz respeito ao papel dos docentes nas Equipas Locais de Intervenção, bem como no que concerne às práticas implementadas nos vários contextos de atuação, em que apoiam as crianças e suas famílias.
Participaram neste estudo exploratório 12 docentes, os quais integram cinco equipas a atuar na área da intervenção precoce no distrito de Portalegre, e os cinco coordenadores das respetivas equipas.
Ao longo dos anos, foram notórios os avanços alcançados neste domínio de intervenção, que resultaram de um conjunto de influências conceptuais, nomeadamente no que se refere à intervenção centrada na família.
Os resultados apontam no sentido de os docentes e coordenadores terem como paradigma de atuação as práticas internacionalmente recomendadas. Contudo manifestam dificuldades na sua implementação, nomeadamente nas interações com as famílias, reportando-as às lacunas que existem na sua formação, inicial e especializada. A mobilidade dos docentes também é apontada como fator de instabilidade que pode colocar em causa uma intervenção verdadeiramente eficaz, defendendo-se a implementação de políticas que permitam uma maior estabilidade na colocação dos docentes nas equipas locais de intervenção precoce.
This study aims to characterize the Early Childhood Intervention practices, particularly with regard to the role of teachers in the Local Intervention Teams, as well as in regard of the practices implemented in different contexts in supporting children and their families. This study has the participation of 12 teachers, which comprise five teams working in the area of early childhood intervention in the district of Portalegre, and the five coordinators of the respective local teams. Over the years, there was a notable progress in this domain, which resulted from a set of conceptual influences, particularly with regard to family-centered intervention. The results point out that teachers and coordinators have as paradigm of action the internationally recommended practices. However they reveal difficulties in its implementation, in particular regarding the interactions with families, due to the gaps that exist in their initial and specialized training. Teacher mobility is also indicated as a factor of instability that could jeopardize an effective intervention, arguing for the implementation of policies that enable greater stability in the placement of teachers in early intervention teams.
This study aims to characterize the Early Childhood Intervention practices, particularly with regard to the role of teachers in the Local Intervention Teams, as well as in regard of the practices implemented in different contexts in supporting children and their families. This study has the participation of 12 teachers, which comprise five teams working in the area of early childhood intervention in the district of Portalegre, and the five coordinators of the respective local teams. Over the years, there was a notable progress in this domain, which resulted from a set of conceptual influences, particularly with regard to family-centered intervention. The results point out that teachers and coordinators have as paradigm of action the internationally recommended practices. However they reveal difficulties in its implementation, in particular regarding the interactions with families, due to the gaps that exist in their initial and specialized training. Teacher mobility is also indicated as a factor of instability that could jeopardize an effective intervention, arguing for the implementation of policies that enable greater stability in the placement of teachers in early intervention teams.
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Keywords
Equipas de Intervenção Precoce Papel dos Docentes Boas Práticas Early Intervention Teams Role of Teachers Best Practices