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Educadores de infância promotores de saúde e resiliência: Um estudo exploratório com crianças em situação de risco
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Advisor(s)
Abstract(s)
Estima-se que em Portugal 11% das crianças com
idades compreendidas entre os 0 e os 6 anos apresentam
Necessidades Educativas Especiais (NEE) e 37% das
crianças vítimas de maus-tratos e abandono, sujeitas a
processo tutelar em 1996, tinham idade inferior a 6
anos. A presença de crianças consideradas em situação
de risco e vulnerabilidade no que respeita à sua saúde
psicosocial e à sua qualidade de vida implica, quer uma
interrogação permanente sobre a natureza dos problemas
que contribuem para definir essas situações, quer um
notável desafio para aqueles que, nas escolas e jardins
de infância, lidam com essas crianças e têm de desenvolver
uma prática educativa que vá ao encontro das necessidades
diagnosticadas. A Promoção da Saúde e Resiliência junto
de crianças em risco tem demonstrado resultados positivos
no que respeita à prevenção de comportamentos de
risco na adolescência e idade adulta.
No presente artigo assume-se a multidimensionalidade
do conceito de promoção de saúde e resiliência e
apresenta-se uma investigação empírica desenvolvida
com o objectivo de identificar e especificar a importância
dessas dimensões no desenvolvimento das práticas
educativas dos educadores de infância.
Trata-se de um estudo transversal e exploratório que
abrangeu 274 sujeitos, 164 da região do Alentejo e 110
da região do Algarve. Através da análise de correspondências
múltiplas seguida de uma classificação hierárquica
identificaram-se duas classes de educadores – “mais” e “menos”
promotores de saúde e resiliência. Os resultados sugerem
que a integração de crianças em situação de risco não
é condição imprescindível para que os educadores sejam
considerados mais promotores de saúde e resiliência. Do
mesmo modo, parece também não existir associação entre
a disciplina de Educação para a Saúde (EpS) ou similar,
presente na formação inicial, e uma prática mais promotora
de saúde e resiliência. Contudo, exercerem funções na
rede pública, trabalharem em Jardins de Infância pertencentes
à Rede Nacional de Escolas Promotoras de Saúde
(RNEPS), a EpS integrada no Projecto Educativo (PE)
de escola e o apoio de equipa de saúde escolar são elementos
impulsionadores para uma intervenção nesta área.
It is estimated that 11% of Portuguese children under 6 years old exhibit Special Educational Needs and 37% of abused and/or abandoned children, under the tutelar proceeding in 1996, were also under six years 233 old. The existence of children considered at risk and vulnerable, when it comes to their psychosocial health and quality of life, implies a continued questioning of the factors that lead to those situations, as well as a challenge to those who work with these children, and must find ways to match educational practices to the children’s needs. Intervention, with children at risk, in the area of Resilience and Health Promotion has been one of the most effective programs in preventing risk behavior in adolescence. This article assumes the multidimensionality of the resilience and health promotion concepts, and presents an empirical investigation aiming to the identification and specification of the importance of those dimensions in the development of educational practices among preschool teachers. We will refer to a transversal and exploratory study using a questionnaire, involving 274 subjects, 164 working in Alentejo and 110 in Algarve. Through multiple correspondence analyses, followed by a hierarchical classification technique, it was possible to identify two types/classes of resilience and health promoting educators: more and less promoting. The results suggest that, in order to consider a teacher as belonging to the more promoting type, it is not obligatory that there are children at risk integrated in his/her class. Also, there seems to be no relation between the subject of Health Promoting during the teachers education and a more resilience and health promotion oriented practice. However, the following variables are considered important to an educational practice aiming to the health and resilience promotion: working in the public schools; working in a network of Health-Promoting Schools (NHPS); having Health Education integrated in the curriculum; and the support of the Health Services.
It is estimated that 11% of Portuguese children under 6 years old exhibit Special Educational Needs and 37% of abused and/or abandoned children, under the tutelar proceeding in 1996, were also under six years 233 old. The existence of children considered at risk and vulnerable, when it comes to their psychosocial health and quality of life, implies a continued questioning of the factors that lead to those situations, as well as a challenge to those who work with these children, and must find ways to match educational practices to the children’s needs. Intervention, with children at risk, in the area of Resilience and Health Promotion has been one of the most effective programs in preventing risk behavior in adolescence. This article assumes the multidimensionality of the resilience and health promotion concepts, and presents an empirical investigation aiming to the identification and specification of the importance of those dimensions in the development of educational practices among preschool teachers. We will refer to a transversal and exploratory study using a questionnaire, involving 274 subjects, 164 working in Alentejo and 110 in Algarve. Through multiple correspondence analyses, followed by a hierarchical classification technique, it was possible to identify two types/classes of resilience and health promoting educators: more and less promoting. The results suggest that, in order to consider a teacher as belonging to the more promoting type, it is not obligatory that there are children at risk integrated in his/her class. Also, there seems to be no relation between the subject of Health Promoting during the teachers education and a more resilience and health promotion oriented practice. However, the following variables are considered important to an educational practice aiming to the health and resilience promotion: working in the public schools; working in a network of Health-Promoting Schools (NHPS); having Health Education integrated in the curriculum; and the support of the Health Services.
Description
Keywords
Educador de infância Crianças em situação de risco Promoção de saúde e resiliência Pre-school teacher Children-at-risk Health and resilience promotion
Citation
Análise Psicológica, 24(2), 217-234.
Publisher
ISPA - Instituto Superior de Psicologia Aplicada