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Publication
Promover a participação e a cooperação da relação escola-família
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 960.68 KB | Adobe PDF | |||
| 2.45 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório insere-se na Unidade Curricular de Prática de Ensino Supervisionada
(PES) e foi elaborado a partir da experiência vivenciada no decurso do estágio curricular,
numa sala de três anos, de um Jardim de Infância inserido numa Instituição de Solidariedade
Social (IPSS) em Lisboa.
A problemática desta investigação circunscreve-se na relação entre a escola e a família. Desta
forma, foi utilizado como referencial teórico o modelo explicativo da tipologia do envolvimento
parental Epstein (2001), pretendendo-se compreender de que forma é vivenciada a relação
escola/família, em contexto pré-escolar, no sentido de melhor conhecer a participação e
cooperação entre os agentes educativos.
A investigação foi alicerçada numa metodologia qualitativa que recorreu a questionários,
aplicados aos pais (das salas de três anos) e aplicados às educadoras das respetivas salas.
A observação direta e os respetivos registos em diário de campo também complementaram a
recolha da informação necessária a esta investigação.
Verificou-se que a instituição estabelece relação com as famílias embora não seja
demonstrada a participação de todas as famílias no que diz respeito às propostas
desenvolvidas pelo contexto escolar.
ABSTRACT: This report is part of the Course of Supervised Teaching Practice (PES), and it was developed based on a three-year experience of curricular internship in a kindergarten of Social Solidarity Institution (IPSS)” in Lisbon. The problematic of this investigation was circumscribed in the relationship between the school and the family. In this way, the explanatory model of the typology of the Epstein parental involvement (2001) was used as a theoretical reference, aiming to understand how the school/family relationship is experienced in a pre-school context, in order to better understand the participation and cooperation among the educational agents. The research was based in a qualitative methodology that used questionnaires, delivered to the parents (from the three-year-old rooms) and applied to the educators of the respective rooms. The direct observation and the respective field journal records also complemented the collection of the information necessary for this investigation. It was verified that the institution establishes a relation with the families, although it does not verify the participation of all the families with respect to the proposals developed in the school context.
ABSTRACT: This report is part of the Course of Supervised Teaching Practice (PES), and it was developed based on a three-year experience of curricular internship in a kindergarten of Social Solidarity Institution (IPSS)” in Lisbon. The problematic of this investigation was circumscribed in the relationship between the school and the family. In this way, the explanatory model of the typology of the Epstein parental involvement (2001) was used as a theoretical reference, aiming to understand how the school/family relationship is experienced in a pre-school context, in order to better understand the participation and cooperation among the educational agents. The research was based in a qualitative methodology that used questionnaires, delivered to the parents (from the three-year-old rooms) and applied to the educators of the respective rooms. The direct observation and the respective field journal records also complemented the collection of the information necessary for this investigation. It was verified that the institution establishes a relation with the families, although it does not verify the participation of all the families with respect to the proposals developed in the school context.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade em em Educação em Pré-Escolar
Keywords
Relação escola/família Participação Tipologias envolvimento parental School-family relationship Participation Parental involvement typology