Loading...
Publication
O envolvimento parental em contexto pré-escolar
Advisor(s)
Abstract(s)
Nas últimas décadas, o envolvimento parental, tem vindo a assumir uma posição de
relevo relativamente ao seu impacto no percurso educativo da criança. A definição
deste conceito e os benefícios do mesmo, têm vindo a abraçar, um novo olhar sobre a
participação das famílias no contexto escolar. Com o objetivo de compreender o
envolvimento parental no contexto onde foi realizada a prática supervisionada em
Pré-Escolar, foi desenvolvido um trabalho tendo em conta as diferentes perspetivas
teóricas, as práticas do contexto educativo e a perspetiva das famílias em questão. O
objetivo é compreender a comunicação entre a instituição e as famílias e vice-versa,
no sentido de entender quais os meios utilizados e os conteúdos abordados. Também
conhecer o olhar dos pais sobre esta colaboração e as práticas educativas em prol do
envolvimento dos pais e os respetivos benefícios sentidos deste envolvimento. De
forma a entender o olhar das famílias e as práticas utilizadas foram utilizados
questionários e registadas notas de campo. Participaram 15 mães de crianças da sala
onde foi realizada a pratica supervisionada. Foi possível compreender que os canais
de comunicação mais utilizados entre a instituição e as famílias são os mesmos que as
famílias utilizam para comunicar com a instituição. Os conteúdos utilizados nestas
comunicações divergem entre a instituição e as famílias mas ambos acabam por se
complementar pois dizem respeito de uma forma geral, a informações ou dúvidas
referentes a cada interveniente tendo em conta as suas funções distintas. Por fim, foi
possível constatar que os momentos de acolhimento às famílias e a participação das
mesmas nas festas e nas atividades pedagógicas tem uma forte adesão. Apesar de a
instituição promover a participação das famílias no seu projeto educativo, serão
analisados os aspetos mais fortes nas práticas de envolvimento desenvolvidas e
avançados outros aspetos a melhorar.
Over the last decades, parental involvement has assumed an ever increasing prominent role in relation to its impact on children's education. Both the definition of this concept and its benefits has led families to embrace a new way of participation in the school context. In order to understand parental involvement in pre-school context, an experiment was carried out under supervised practice taking into account different theoretical perspectives, practices and the perspectives of the families. The aim was to have a full understanding of the communication between the institution and the families and vice versa, the means used by both parties and the covered content.It was also our intention to know the parents’ view regarding this collaboration and educational practices along with the benefits from this type of involvement. Questionnaires and field notes were used in order to analyse parental data. This supervised practice was carried out with the participation of 15 mothers of children from the same class. From this we concluded that the communication channels most used between the institution and the families were the same as those used by the families to communicate with the institution. The content used in these communications differs between the institution and families but ends up complementing each other since they both refer to information or queries. We concluded that through this enhanced communication, participation in school events and educational activities was highly subscribed. The institution promotes the participation of families in their educat ional project. Other aspects to improve will also be analyzed.
Over the last decades, parental involvement has assumed an ever increasing prominent role in relation to its impact on children's education. Both the definition of this concept and its benefits has led families to embrace a new way of participation in the school context. In order to understand parental involvement in pre-school context, an experiment was carried out under supervised practice taking into account different theoretical perspectives, practices and the perspectives of the families. The aim was to have a full understanding of the communication between the institution and the families and vice versa, the means used by both parties and the covered content.It was also our intention to know the parents’ view regarding this collaboration and educational practices along with the benefits from this type of involvement. Questionnaires and field notes were used in order to analyse parental data. This supervised practice was carried out with the participation of 15 mothers of children from the same class. From this we concluded that the communication channels most used between the institution and the families were the same as those used by the families to communicate with the institution. The content used in these communications differs between the institution and families but ends up complementing each other since they both refer to information or queries. We concluded that through this enhanced communication, participation in school events and educational activities was highly subscribed. The institution promotes the participation of families in their educat ional project. Other aspects to improve will also be analyzed.
Description
Dissertação de Mestrado realizada apresentada no ISPA –Instituto Universitário/ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar.
Keywords
Envolvimento parental Pré-escolar Práticas educativas Parental involvement Preschool Educational practices