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O trabalho com as famílias: práticas e conceções de participação na educação de infância
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Abstract(s)
A família e a escola são dois contextos diferenciados, porém ambos favorecem o crescimento da criança e são os principais contextos onde esta se desenvolve. É na família que a criança começa a desenvolver as primeiras relações e interações, é criado um vínculo com os seus pais e são eles que educam a criança na primeira etapa da sua vida. A escola, por outro lado, é também um contexto onde a criança se desenvolve socialmente e a estabelece novas aprendizagens.
Embora estes dois contextos sejam distintos, ambos contribuem para o desenvolvimento da criança. Desta forma, é crucial que exista uma relação construtiva entre a família e a escola, onde seja possível a troca de experiências, ideias, conflitos e até mesmo conselhos. A escola tem o dever de incluir a família nas propostas educativas, pois só assim estes dois contextos trabalham em conjunto para um mesmo objetivo: promover o bem-estar e o desenvolvimento da criança.
Para a realização deste relatório foi privilegiado a metodologia investigação-ação e pretende-se conhecer as conceções e práticas das educadoras em relação ao trabalho com as famílias e construir com estas, propostas de participação dos pais na escola. É realizado neste relatório uma abordagem da importância da interação dos profissionais de educação com as famílias; dos obstáculos que podem interferir nessa relação e das possíveis estratégias que a podem beneficiar.
Para a concretização deste trabalho foi necessário utilizar diferentes instrumentos de recolha de informação: a observação participante, a entrevista e a análise documental. Este relatório permite então abordar algumas práticas de participação das famílias nos contextos de estágio, envolvendo os diferentes instrumentos de recolha de informação.
Family and school are two different contexts, but both favor the growth of the child and are the main context in which it develops. It is in the family that the child begins to develop early relationships and interactions, it creates a bond with his parents and it’s them who educate the child in the first stage of his life. The school, on the other hand, is also a context where the children develop socially and establishes new learnings. Although these two contexts are different, they both contribute to the development of the child. Thus, it is crucial that exists a constructive relationship between the family and the school, where it is possible to exchange experiences, ideas, conflicts and even advices. The school has a duty to include the family in the educational proposals, because these two contexts work together for a common goal: to promote the welfare and development of children. The realization of this report was privileged to action research methodology and aims to meet the conception and practices of educators in relation to working with families and build with these proposals for parental involvement in school. It is done in this report an approach to the importance of the interaction of education professionals with families; obstacles that may interfere with this relationship and the possible strategies that can benefit it. The achievement of this work was necessary to use different tools to collect information: participant observation, interviews and documents analysis. This report allows the approach to some practices of families to participate in the internship contexts involving different instruments to collect information.
Family and school are two different contexts, but both favor the growth of the child and are the main context in which it develops. It is in the family that the child begins to develop early relationships and interactions, it creates a bond with his parents and it’s them who educate the child in the first stage of his life. The school, on the other hand, is also a context where the children develop socially and establishes new learnings. Although these two contexts are different, they both contribute to the development of the child. Thus, it is crucial that exists a constructive relationship between the family and the school, where it is possible to exchange experiences, ideas, conflicts and even advices. The school has a duty to include the family in the educational proposals, because these two contexts work together for a common goal: to promote the welfare and development of children. The realization of this report was privileged to action research methodology and aims to meet the conception and practices of educators in relation to working with families and build with these proposals for parental involvement in school. It is done in this report an approach to the importance of the interaction of education professionals with families; obstacles that may interfere with this relationship and the possible strategies that can benefit it. The achievement of this work was necessary to use different tools to collect information: participant observation, interviews and documents analysis. This report allows the approach to some practices of families to participate in the internship contexts involving different instruments to collect information.
Description
Mestrado em Educação Pré-Escolar
Keywords
Participação Família Criança Escola Participation Family School Child Relationship Relatório de projeto de investigação Relatório de estágio
Citation
Publisher
Escola Superior de Educação, Instituto Politécnico de Setúbal