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Relação escola-família: Práticas educativas em contexto pré-escolar
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Abstract(s)
A temática deste estudo, relação escola-família, tem sido abordada ao longo dos tempos por diversos autores/investigadores nas áreas de Psicologia Educacional e da Pedagogia. Este é um tema que suscita variadas reflexões e debates, por constituir referências teóricas, e empíricas, fundamentais para o desenvolvimento científico nomeadamente no que diz respeito à Educação de Infância. Sendo a escola um complemento/continuidade da educação familiar, um espaço de socialização entre pares e de múltiplas aprendizagens, é fundamental que haja uma integração construtiva entre a escola e a família, estando esta integração dependente das opções pedagógicas que o educador dispõe no quotidiano escolar. Este trabalho pretende refletir acerca da intervenção pedagógica, que permite maior ou menor grau de envolvimento parental no que toca à parceria e/ou participação da família como co-formadora no processo de educação formal, para a cidadania e para a formação pessoal e social dos cidadãos, criança e família. O modelo de envolvimento parental, em Epstein (2004), bem como propostas da relação escola-família em Marques (1999; 2001), no plano do enquadramento teórico, e a recolha de dados e análise reflexiva das práticas observadas na instituição, assim como das práticas realizadas durante a prática de ensino supervisionada em jardim-de-infância, encontra apoio metodológico na observação participante (método qualitativo) e na utilização triangulada de questionários aos pais e da entrevista à educadora de infância.
The theme of this study, school-family relationship, has been addressed throughout the ages by several authors/researchers in the areas of Educational Psychology and Pedagogy. This theme raises a number of reflections and debates, since they constitute theoretical and empirical references that are fundamental for scientific development, especially in the area of Early Childhood Education. Since school is a complement/continuity of family education, a space of socialization between peers and multiple learning, it is fundamental that there is a constructive integration between school and the family, and this integration depends on the pedagogical options that the educator has in school everyday. This work intends to reflect on the pedagogical intervention, which allows a greater or lesser degree of parental involvement in the partnership and / or participation of the family as a co-teacher in the process of formal education, for citizenship and for the personal and social formation of the Citizens, children and family. The model of parental involvement in Epstein (2004), as well as proposals of the school-family relationship in Marques (1999, 2001), in the theoretical framework, and the collection of data and reflective analysis of the practices observed in the institution, as well as the practices carried out during the supervised teaching practice in kindergarten, find methodological support in participant observation (qualitative method) and in the triangulated use of questionnaires to parents and the interview to the childhood educator.
The theme of this study, school-family relationship, has been addressed throughout the ages by several authors/researchers in the areas of Educational Psychology and Pedagogy. This theme raises a number of reflections and debates, since they constitute theoretical and empirical references that are fundamental for scientific development, especially in the area of Early Childhood Education. Since school is a complement/continuity of family education, a space of socialization between peers and multiple learning, it is fundamental that there is a constructive integration between school and the family, and this integration depends on the pedagogical options that the educator has in school everyday. This work intends to reflect on the pedagogical intervention, which allows a greater or lesser degree of parental involvement in the partnership and / or participation of the family as a co-teacher in the process of formal education, for citizenship and for the personal and social formation of the Citizens, children and family. The model of parental involvement in Epstein (2004), as well as proposals of the school-family relationship in Marques (1999, 2001), in the theoretical framework, and the collection of data and reflective analysis of the practices observed in the institution, as well as the practices carried out during the supervised teaching practice in kindergarten, find methodological support in participant observation (qualitative method) and in the triangulated use of questionnaires to parents and the interview to the childhood educator.
Description
Relatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário/ ESEI Maria Ulrich para obtenção de grau de Mestre em Educação Pré-Escolar
Keywords
Relação escola-família Envolvimento parental Participação School-family relationship Parental involvement Participation