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Síndrome PURA - contributo das práticas colaborativas para uma pedagogia mais inclusiva em contexto de creche. Um Estudo de Caso
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A inclusão de uma criança com síndrome PURA em contexto de creche implica desafios constantes e exige uma articulação consistente entre profissionais da educação, da saúde e de outras áreas especializadas. Apenas através desta cooperação é possível garantir uma resposta adequada às necessidades da criança, promovendo o seu desenvolvimento global e o seu bem-estar. O presente estudo teve como objetivo compreender como se organiza essa articulação entre os técnicos e o contexto educativo, analisando o papel do trabalho colaborativo na promoção da inclusão e no apoio ao desenvolvimento da criança com síndrome PURA. Dada a especificidade da temática, optou-se pela metodologia de estudo de caso, permitindo uma análise detalhada e contextualizada das práticas colaborativas existentes. A recolha de dados foi realizada através de entrevistas semiestruturadas a cinco profissionais diretamente envolvidos no acompanhamento da criança, complementadas por observação direta e pesquisa documental. Os resultados revelam que a intervenção multidisciplinar é fundamental para o desenvolvimento integral da criança, e que a creche é percecionada como um espaço privilegiado para estimular competências cognitivas, motoras, sociais e comunicacionais, sendo igualmente um ambiente que favorece a socialização e a participação ativa. Verificou-se ainda que a possibilidade de os técnicos intervirem diretamente no contexto da creche constitui um elemento determinante para uma colaboração eficaz, permitindo ajustar estratégias às reais necessidades da criança e identificar soluções adequadas ao seu progresso. O trabalho colaborativo entre os diferentes profissionais envolvidos é essencial para uma inclusão bem-sucedida e para potenciar o desenvolvimento da criança com síndrome PURA, assegurando uma resposta educativa ajustada, integrada e significativa.
The inclusion of a child with PURA syndrome in a daycare setting implies constant challenges and demands consistent articulation between professionals in education, health and other specialized areas. Only through this cooperation is it possible to ensure an adequate response to the child’s needs, promoting their overall development and well-being. The present study’s goal was to comprehend how to organize this articulation between specialized technicians and the educational context, analysing the role of collaborative work in the promotion of inclusion and in the support of the development of the child with PURA syndrome. Given the specificity of the topic, we opted for a case study methodology, allowing a detailed and contextualized analysis of the existing collaborative practices. Data collection was carried out through semi-structured interviews with five professionals directly involved in the child's care, complemented by direct observation and documentary research. The results revealed that multidisciplinary intervention is fundamental for the child’s integral development, and that the daycare is perceived as a privileged space for stimulating cognitive, motor, social, and communication skills, as well as being an environment that favours socialization and active participation. It was also found that the possibility for the specialized technicians to directly intervene in the daycare context is a determining factor for an effective collaboration, allowing strategies to be adjusted according to the child’s real needs and identifying solutions that adequately serve their progress. The collaborative work between the different involved professionals is essential for a successful inclusion and to promote the development of the child with PURA syndrome, ensuring an adjusted educational response that is both integrated and effective.
The inclusion of a child with PURA syndrome in a daycare setting implies constant challenges and demands consistent articulation between professionals in education, health and other specialized areas. Only through this cooperation is it possible to ensure an adequate response to the child’s needs, promoting their overall development and well-being. The present study’s goal was to comprehend how to organize this articulation between specialized technicians and the educational context, analysing the role of collaborative work in the promotion of inclusion and in the support of the development of the child with PURA syndrome. Given the specificity of the topic, we opted for a case study methodology, allowing a detailed and contextualized analysis of the existing collaborative practices. Data collection was carried out through semi-structured interviews with five professionals directly involved in the child's care, complemented by direct observation and documentary research. The results revealed that multidisciplinary intervention is fundamental for the child’s integral development, and that the daycare is perceived as a privileged space for stimulating cognitive, motor, social, and communication skills, as well as being an environment that favours socialization and active participation. It was also found that the possibility for the specialized technicians to directly intervene in the daycare context is a determining factor for an effective collaboration, allowing strategies to be adjusted according to the child’s real needs and identifying solutions that adequately serve their progress. The collaborative work between the different involved professionals is essential for a successful inclusion and to promote the development of the child with PURA syndrome, ensuring an adjusted educational response that is both integrated and effective.
Descrição
Palavras-chave
Síndrome PURA Inclusão Trabalho colaborativo Comunicação PURA syndrome Inclusion Colaborative work Communication