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A relação com as famílias em educação de infância: a importância da colaboração
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Abstract(s)
O presente relatório do Projeto de Investigação do Mestrado em Educação Pré-Escolar
tem como foco o tema - a relação das famílias com os contextos educativos de creche e
de jardim de infância. Centra-se, como principal objetivo, na compreensão da interação
de ambos os contextos, assim como no papel do educador para estudar e encontrar
estratégias que promovam a relevância positiva no desenvolvimento da criança, neste
caso, das equipas pedagógicas com as famílias.
Neste projeto estão incluídas informações pertinentes para relatar experiências
vivenciadas e recolhidas através dos períodos de estágio realizados em dois contextos
distintos, na creche e no jardim de infância. Advém também das reflexões de práticas
pedagógicas das educadoras cooperantes bem como, das minhas intervenções enquanto
estagiária e estudante. Enquanto estagiária procurei conhecer as conceções das
educadoras cooperantes face a esta temática através dos momentos de diálogo entre as
equipas pedagógicas e os familiares das crianças, questionando inúmeras vezes a
educadora de qual a estratégia que utilizava para que houvesse colaboração entre os dois
contextos.
A realização do presente estudo segue o paradigma interpretativo da investigação
qualitativa e baseia-se nos princípios da investigação-ação. Recorri a diferentes
procedimentos de recolha de informação discriminados ao longo do relatório, sendo estes:
observação participante, notas de campo, registos multimédia e o inquérito por
questionário (aplicado às educadoras cooperantes). Utilizei também no tratamento de
informação a análise e pesquisa documental dos projetos pedagógicos de sala.
É também feita uma abordagem à importância que o educador estabelece na sua interação
com as famílias, sendo fundamental criar uma comunicação entre os pais e os educadores,
e para que isso aconteça nada melhor do que proporcionar atividades entre a escola e o
ambiente familiar (Costa, 2016). Neste sentido estão apresentadas e interpretadas as
intervenções realizadas nos contextos educativos de estágio que servem como base para
este estudo e também, ainda na importância do papel do educador na definição de
estratégias que beneficiam, otimizam e promovem essa relação podendo existir
obstáculos que nela interfiram. Para concluir, exponho as minhas considerações finais
face à temática em estudo no desenvolvimento e concretização deste relatório de projeto.
This report of the Research Project of the Master of Preschool Education focuses on the relationship of families with the educational contexts of kindergarten and daycare. It focuses, as its main a goal, on the understanding of both contexts, as well as the role of the educator to study and find strategies that promote the positive relevance in the development of the child, in this case the pedagogical teams with the families. This project includes relevant information to report experiences lived and collected through the internship carried out in the two different contexts (nursery and kindergarten). It also comes from the reflections on the pedagogical practices of the cooperating educators as well as from my interventions as an intern and student. As an intern, I tried to get to know the educators’ conceptions regarding this theme through the moments of dialogue between the pedagogical teams and the children’s families, questioning the educator several times about the strategy she used so that there was collaboration between the two contexts. The realization of this study follows the interpretive paradigm of qualitative research and is based on the principles of action-research. I resorted to different information collection procedures detailed throughout the report, which are: participant observation, field notes, multimedia records and the questionnaire survey (applied to cooperating educators). I also used documentary analysis of classroom teaching projects in the treatment of information. An approach is also made to the importance that the educator establishes in his interaction with families, and it is essential to create communication between parents and educators, and for that to happen nothing better than providing activities between the school and the family environment (Costa, 2016). In this sense, the interventions carried out in the educational contexts of internship that serve as the basis for this study are presented and interpreted, and also, still in the importance of the role of the educator in the definition of strategies that benefit, optimize and promote this relationship, and there may be obstacles that interfere in it. To conclude, I present my final remarks regarding the subject under study in the development and implementation of this project report.
This report of the Research Project of the Master of Preschool Education focuses on the relationship of families with the educational contexts of kindergarten and daycare. It focuses, as its main a goal, on the understanding of both contexts, as well as the role of the educator to study and find strategies that promote the positive relevance in the development of the child, in this case the pedagogical teams with the families. This project includes relevant information to report experiences lived and collected through the internship carried out in the two different contexts (nursery and kindergarten). It also comes from the reflections on the pedagogical practices of the cooperating educators as well as from my interventions as an intern and student. As an intern, I tried to get to know the educators’ conceptions regarding this theme through the moments of dialogue between the pedagogical teams and the children’s families, questioning the educator several times about the strategy she used so that there was collaboration between the two contexts. The realization of this study follows the interpretive paradigm of qualitative research and is based on the principles of action-research. I resorted to different information collection procedures detailed throughout the report, which are: participant observation, field notes, multimedia records and the questionnaire survey (applied to cooperating educators). I also used documentary analysis of classroom teaching projects in the treatment of information. An approach is also made to the importance that the educator establishes in his interaction with families, and it is essential to create communication between parents and educators, and for that to happen nothing better than providing activities between the school and the family environment (Costa, 2016). In this sense, the interventions carried out in the educational contexts of internship that serve as the basis for this study are presented and interpreted, and also, still in the importance of the role of the educator in the definition of strategies that benefit, optimize and promote this relationship, and there may be obstacles that interfere in it. To conclude, I present my final remarks regarding the subject under study in the development and implementation of this project report.
Description
Keywords
Família Relação Colaboração Family Relationship Collaboration