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A PARTIR DE HOJE NÃO PODEM ENTRAR NA CRECHE!
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A presença da família é fundamental na Creche e a participação de todos os envolvidos na educação da criança deve ser uma das prioridades, pois através do diálogo permanente, da compreensão e reciprocidade entre ambos, é possível uma educação de qualidade e o desenvolvimento integral e harmonioso da criança. A família deve estar presente sempre que possível e deve ter confiança na instituição e nos profissionais de educação que acompanham a criança diariamente. No entanto, devido à pandemia originada pelo vírus Sars-Cov 2, as Creches viram-se forçadas a condicionar a entrada das famílias, no âmbito das medidas de contingência impostas pela DGS. Igualmente, a comunicação presencial e diária migrou para o digital, ficando os contactos limitados à entrada da instituição para a receção e entrega das crianças. Neste sentido, no âmbito do curso de Mestrado em Educação Pré-Escolar, o nosso trabalho tem como objetivo conhecer as estratégias criadas por algumas creches, na região de Lisboa, com o intuito de comunicar com as famílias das crianças com idade de frequência da valência de Creche, impossibilitadas de entrar na instituição educativa frequentada pelo(s) filho(s). Como se sentiram as famílias ao verem-se impedidas de entrar na creche e de participar nas atividades dos filhos? Que dinâmicas de comunicação foram implementadas pela instituição de modo a continuar a envolver as famílias no percurso de aprendizagem dos filhos e a manter a confiança destes na instituição educativa? Deste modo, desenhou-se um estudo exploratório, com uma metodologia mista, onde participaram 54 famílias, um Diretor Técnico e uma Educadora Responsável pela sala de 1 ano de uma instituição de utilidade pública, equiparada a IPSS, em Lisboa. Os resultados demonstraram que a comunicação e a confiança são conceitos que se relacionam. Mesmo com todas as restrições, as famílias continuam a manter a confiança nas instituições, entendendo as medidas adotadas como protetoras da saúde da comunidade. Também os profissionais reconhecem que a confiança se mantém, mas relembram a importância da presença das famílias nas atividades formais (e.g. reuniões) ou informais (e.g. celebrações). Ainda assim, as famílias apelam a que haja um maior investimento na comunicação digital de forma a sentirem-se presentes, ainda que num “interior virtual”
The presence of the family and everyone involved on the child education should be a top priority and fundamental concern at the daycare institutions, since its thought permanent dialog, comprehension, and reciprocity between both that is possible to delivery a quality education with an integral and harmonious child development. The family should be present as much as possible and must have full confidence in the institution and its daycare professionals that a follow the child on day-to-day basis. Non the less because of the Sars-Cov2 vírus and the restrictive measures that the health care institutions have imposed on our lives, the daycares were forced to block or severely limit the presence of the families in the institutions. One ritual that was totally changed was the daily report that went from a face to face dialog to a digital call, since the human contact were restricted to the least required at drop off and pick-up acts. As such, our work regarding the scope of the masters in pre-school education has to do with knowing the strategies that some Lisbon based daycare's have implemented about communication with the families of childs of the kindergarten. Concerns such as, what were the feelings felt by those families once they were denied to enter the daycare and take part on their child(s) school activities? What communication dynamics were implemented by the institutions to keep involving the families on the learning path of their children and keep up the confidence on daycare? An exploratory study with a mixed method was conducted throughout a questioner, where were included fifty-four families, one technical director and one daycare professional responsible for the one year old room both from a public interest institution compared to an Ipss, located in Lisbon. The results prove that the communication and trust are concepts that correlate. Even with all the restrictions, the families keep their trust on the daycare, understanding the implemented measures as serving a greater good and protective for the entire community. The professionals also recognize that the level of trust remains the same, but empathize the importance of the involvement of the families on the formal activities, such as meetings, but also on the informal ones. Even so, the families appeal to exist a bigger investment on the digital communication to feel more present, even if its only on a “virtual envoirnemnt”.
The presence of the family and everyone involved on the child education should be a top priority and fundamental concern at the daycare institutions, since its thought permanent dialog, comprehension, and reciprocity between both that is possible to delivery a quality education with an integral and harmonious child development. The family should be present as much as possible and must have full confidence in the institution and its daycare professionals that a follow the child on day-to-day basis. Non the less because of the Sars-Cov2 vírus and the restrictive measures that the health care institutions have imposed on our lives, the daycares were forced to block or severely limit the presence of the families in the institutions. One ritual that was totally changed was the daily report that went from a face to face dialog to a digital call, since the human contact were restricted to the least required at drop off and pick-up acts. As such, our work regarding the scope of the masters in pre-school education has to do with knowing the strategies that some Lisbon based daycare's have implemented about communication with the families of childs of the kindergarten. Concerns such as, what were the feelings felt by those families once they were denied to enter the daycare and take part on their child(s) school activities? What communication dynamics were implemented by the institutions to keep involving the families on the learning path of their children and keep up the confidence on daycare? An exploratory study with a mixed method was conducted throughout a questioner, where were included fifty-four families, one technical director and one daycare professional responsible for the one year old room both from a public interest institution compared to an Ipss, located in Lisbon. The results prove that the communication and trust are concepts that correlate. Even with all the restrictions, the families keep their trust on the daycare, understanding the implemented measures as serving a greater good and protective for the entire community. The professionals also recognize that the level of trust remains the same, but empathize the importance of the involvement of the families on the formal activities, such as meetings, but also on the informal ones. Even so, the families appeal to exist a bigger investment on the digital communication to feel more present, even if its only on a “virtual envoirnemnt”.
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Keywords
Creche, Família, Comunicação, Confiança, Sars-Cov 2. Daycare, Family, Communication, Trust, Sars-Cov2.