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Escola, família e uma pandemia
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Abstract(s)
O presente relatório intitula-se por “Escola, Família e uma pandemia”. Este surgiu da necessidade de perceber, no que concerne à instituição cooperante, os impactos que a pandemia causou na relação e as medidas/estratégias que foram tomadas com vista a manter-se a proximidade com as famílias.
Neste mesmo estudo, desenvolvido numa sala de jardim de infância, para além das crianças, contámos com a participação de uma educadora que desenvolve o seu trabalho numa instituição Particular de Solidariedade Social (IPSS) localizada no distrito de Lisboa e 14 encarregados de educação de crianças em idade pré-escolar, desta mesma instituição. Neste trabalho recorremos tanto a uma abordagem quantitativa como qualitativa de modo a termos uma visão diversificada da problemática. Como instrumentos, recorremos a uma entrevista semiestruturada realizada à educadora cooperante e questionários feitos aos encarregados de educação. Recorremos também à observação direta e participante, com notas de campo (registos do diário de bordo).
Os dados e informações recolhidas permitiram-nos concluir que a pandemia influenciou a participação das famílias, sendo o maior obstáculo, a impossibilidade de estas poderem entrar no recinto escolar. Anteriormente à pandemia, segundo a educadora, estas participavam de forma significativa em vários momentos que ocorriam ao longo do ano. Contudo, devido à pandemia, a participação deixou de ser presencial. Constatámos que a instituição e a educadora procuraram formas alternativas para a comunicação com as famílias, nomeadamente com recurso ao WhatsApp, Gmail e Zoom. A maioria das famílias parece satisfeita com estas alternativas e sente-se muito envolvida em todo o processo educativo.
This report is entitled “School, Family and a Pandemic”. This work arose from a need to understand, in the context of the institution of my internship, the pandemic’s impact on family/school relationship and the strategies that were implemented in order to maintain proximity with the families. In this study, developed in a kindergarten classroom, besides all children, participated a kindergarten teacher who works in a Private Institution of Social Solidarity (IPSS) located in Lisbon district and also 14 parents of pre-school age children who attended this institution. In this work, we used both a quantitative and qualitative approach in order to have a diversified perspective of the problem. As instruments, we used a semi-structured interview for the kindergarten teacher and a questionnaire for families. We also used direct and participant observation and field notes (logbook entries). The data and information collected allowed us to conclude that the pandemic influenced families participation, the main obstacle referred was the impossibility of families to enter in the school. Prior to the pandemic, according to the kindergarten teacher, they participated significantly at different times throughout the school year. However, due to the pandemic, participation was no longer present. We found that the institution and the kindergarten teacher looked for alternative ways to communicate with the families, using WhatsApp, Gmail and Zoom. Most families seem satisfied with these alternatives and feel very involved in the education process.
This report is entitled “School, Family and a Pandemic”. This work arose from a need to understand, in the context of the institution of my internship, the pandemic’s impact on family/school relationship and the strategies that were implemented in order to maintain proximity with the families. In this study, developed in a kindergarten classroom, besides all children, participated a kindergarten teacher who works in a Private Institution of Social Solidarity (IPSS) located in Lisbon district and also 14 parents of pre-school age children who attended this institution. In this work, we used both a quantitative and qualitative approach in order to have a diversified perspective of the problem. As instruments, we used a semi-structured interview for the kindergarten teacher and a questionnaire for families. We also used direct and participant observation and field notes (logbook entries). The data and information collected allowed us to conclude that the pandemic influenced families participation, the main obstacle referred was the impossibility of families to enter in the school. Prior to the pandemic, according to the kindergarten teacher, they participated significantly at different times throughout the school year. However, due to the pandemic, participation was no longer present. We found that the institution and the kindergarten teacher looked for alternative ways to communicate with the families, using WhatsApp, Gmail and Zoom. Most families seem satisfied with these alternatives and feel very involved in the education process.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para obtenção de grau de Mestre em Educação Pré-Escolar, criado por Aviso n.º 9931/2017, publicado no Diário da República, 2.ª série, n.º165 de 28 de agosto de 2017.
Keywords
Relação escola família Pandemia Obstáculos Estratégias School-family relationship Pandemic Obstacles Strategies