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Perceções dos educadores de infância sobre o trabalho colaborativo com as equipas locais de intervenção precoce
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Abstract(s)
A presente investigação teve como principal objetivo de estudo analisar a perceção dos educadores de infância sobre a articulação das suas práticas com os técnicos das Equipas Locais de Intervenção (ELI).
Utilizou-se uma metodologia de investigação qualitativa, apoiada num questionário de perguntas fechadas e abertas, respondido por 51 educadores de infância.
Os resultados mostram que os educadores possuem um conhecimento prático consolidado sobre o Sistema Nacional de Intervenção Precoce na Infância e sobre os procedimentos das ELI, embora se tenham identificado lacunas na formação especializada em Educação Especial e em Intervenção Precoce na Infância. A articulação ocorre geralmente de forma estruturada e multidimensional, com base no planeamento conjunto, na integração das rotinas e numa comunicação regular, essencialmente presencial ou mista (presencial e à distância). Destacam-se como principais desafios a limitação de tempo, a escassez de recursos humanos e uma comunicação que nem sempre é eficaz. Os educadores avaliam positivamente a sua cooperação nas diferentes fases da intervenção, especialmente na avaliação e implementação do plano de intervenção, mas reconhecem a necessidade de maior participação/envolvimento nos processos de planeamento e reavaliação. A colaboração é fundamental para o desenvolvimento das crianças e para o fortalecimento das práticas, promovendo articulação de estratégias e apoio mútuo. Sugere-se a promoção de uma formação contínua adequada, bem como a implementação de melhorias organizacionais e sistémicas que permitam assegurar uma maior eficácia no trabalho colaborativo. O estudo evidencia a importância da colaboração entre educadores e técnicos para respostas eficazes e coordenadas às necessidades das crianças e famílias.
The main aim of this research is to analyse the perceptions of nursery school teachers about the coordination of their practices with the professionals of the Local Intervention Teams. A qualitative research methodology was used, based on a questionnaire with closed and open questions, answered by 51 kindergarten teachers. The results show that the educators have a consolidated practical knowledge of the National Early Childhood Intervention System and the procedures of the ELI, although gaps were identified in their specialised training in Special Education and Early Intervention. Coordination generally takes place in a structured and multidimensional way, based on joint planning, the integration of routines and regular communication, essentially face-to-face or mixed (face-to-face and distance). The main challenges are time constraints, a shortage of human resources and communication that is not always effective. The educators positively assess their cooperation in the different phases of the intervention, especially in the evaluation and implementation of the intervention plan but recognise the need for greater participation/involvement in the planning and reassessment processes. Collaboration is fundamental for children's development and for strengthening practices, promoting the articulation of strategies and mutual support. It is suggested that appropriate ongoing training be promoted, as well as the implementation of organisational and systemic improvements to ensure greater effectiveness in collaborative work. The study highlights the importance of collaboration between educators and technicians as essential to ensuring coordinated, effective responses in line with the needs of children and families.
The main aim of this research is to analyse the perceptions of nursery school teachers about the coordination of their practices with the professionals of the Local Intervention Teams. A qualitative research methodology was used, based on a questionnaire with closed and open questions, answered by 51 kindergarten teachers. The results show that the educators have a consolidated practical knowledge of the National Early Childhood Intervention System and the procedures of the ELI, although gaps were identified in their specialised training in Special Education and Early Intervention. Coordination generally takes place in a structured and multidimensional way, based on joint planning, the integration of routines and regular communication, essentially face-to-face or mixed (face-to-face and distance). The main challenges are time constraints, a shortage of human resources and communication that is not always effective. The educators positively assess their cooperation in the different phases of the intervention, especially in the evaluation and implementation of the intervention plan but recognise the need for greater participation/involvement in the planning and reassessment processes. Collaboration is fundamental for children's development and for strengthening practices, promoting the articulation of strategies and mutual support. It is suggested that appropriate ongoing training be promoted, as well as the implementation of organisational and systemic improvements to ensure greater effectiveness in collaborative work. The study highlights the importance of collaboration between educators and technicians as essential to ensuring coordinated, effective responses in line with the needs of children and families.
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Keywords
Educador de infância Intervenção precoce Trabalho colaborativo Equipas locais de intervenção Early childhood educator Early intervention Collaborative work Local intervention teams