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A criança como mediadora da comunicação entre a instituição educativa e a família
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O presente relatório insere-se no âmbito do Mestrado em Educação Pré-Escolar e tem como tema central a comunicação entre a Instituição Educativa e a Família, destacando o papel ativo da criança como mediadora dessa relação. Partindo da premissa de que a qualidade educativa depende da articulação entre os dois contextos de pertença da criança, procurou-se compreender de que forma esta pode contribuir para o fortalecimento do diálogo e para o desenvolvimento do potencial educativo de ambos. O estudo desenvolveu-se segundo uma abordagem qualitativa, enquadrada na metodologia de Investigação-Ação, permitindo uma análise reflexiva e interventiva da prática educativa. As técnicas de recolha de dados incluíram a observação direta e participante, registo de notas de campo e a realização de Grupos Focais com as crianças e as Famílias em contextos de Creche e Jardim de Infância. Os resultados evidenciaram que as crianças se assumem como agentes comunicadores entre os dois contextos, partilhando experiências e promovendo um maior envolvimento das famílias no quotidiano educativo. Verificou-se que práticas intencionais, baseada na escuta e na valorização da voz das crianças, potenciam uma comunicação mais próxima e significativa. Deste modo, reconhecer a criança como mediadora ativa da comunicação contribui para o reforço da parceria educativa e para a construção de práticas mais participativas e coerentes com os princípios da Educação de Infância.
This report is part of the Master's Degree in Preschool Education and focuses on communication between the Educational Institution and the Family, highlighting the active role of the child as a mediator in this relationship. Based on the premise that educational quality depends on the articulation between these two contexts, the study aimed to understand how children can strengthen dialogue and contribute to the educational potential of both environments. The research followed a qualitative approach, framed within the action-research methodology, allowing for a reflective and interventional analysis of educational practice. Data collection techniques included direct and participant observation, field notes, and focus groups conducted with children and families in daycare and kindergarten contexts. The results showed that children act as mediators between home and school, sharing experiences and encouraging greater involvement of families in everyday educational activities. It was found that intentional practices, based on listening and valuing children's wills, foster closer and more meaningful communication. Thus, recognizing the child as an active mediator of communication contributes to strengthening the educational partnership and building more participatory practices that are consistent with the principles of Early Childhood Education.
This report is part of the Master's Degree in Preschool Education and focuses on communication between the Educational Institution and the Family, highlighting the active role of the child as a mediator in this relationship. Based on the premise that educational quality depends on the articulation between these two contexts, the study aimed to understand how children can strengthen dialogue and contribute to the educational potential of both environments. The research followed a qualitative approach, framed within the action-research methodology, allowing for a reflective and interventional analysis of educational practice. Data collection techniques included direct and participant observation, field notes, and focus groups conducted with children and families in daycare and kindergarten contexts. The results showed that children act as mediators between home and school, sharing experiences and encouraging greater involvement of families in everyday educational activities. It was found that intentional practices, based on listening and valuing children's wills, foster closer and more meaningful communication. Thus, recognizing the child as an active mediator of communication contributes to strengthening the educational partnership and building more participatory practices that are consistent with the principles of Early Childhood Education.
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Educação de Infância Comunicação Família Papel ativo da criança Parceria educativa Early Childhood Education Communication Family Child’s active role Educational partnership