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Publication
Meios de comunicação com as famílias
Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular de Prática Supervisionada
em Jardim de Infância, integrada no mestrado em Educação Pré-Escolar (EPE) tendente ao grau
de Mestre em EPE no ISPA- Instituto Universitário.
A Prática Supervisionada em Jardim de Infância decorreu numa instituição privada,
numa sala com um grupo heterogéneo.
As questões de partida surgiram do interesse e curiosidade de aprofundar que tipos de
meios são mais utilizados na comunicação com as famílias e quais as vantagens e desvantagens
no seu uso, quer para os profissionais, como para as famílias.
O estudo teve por base uma metodologia qualitativa, recorrendo a instrumentos como
observação, pesquisa, e notas de campo.
Com as leituras realizadas foi possível aprofundar conhecimentos sobre a temática em
estudo, destacando as barreiras de comunicação entre a escola e a família, a importância da
envolvência dos pais no Jardim de Infância.
Na minha prática pude verificar que a comunicação em tempos de pandemia teve de ser
reajustada, deixando de haver contato físico, passando a contato virtual. É certo que esta
instituição usa muito as plataformas digitais, mas se antes era frequente, com a pandemia passou
a ser usual de forma que os pais tivessem todas as ferramentas necessárias para acompanhar os
desenvolvimentos dos seus filhos.
This report urges on the field of curricular unit of supervised practice in kindergarten, inserted on the masters in pre-school education with the aim of masters-level on ISPA. The supervised practice in kindergarten has placed in a private institution, in a class with a heterogeneous group. The research questions emerged from the interest and curiosity to have deeper knowledge regarding the methods of communications used and their advantages and disadvantages to professionals and families. The study used the qualitative method, using different tools such as observation and research that had the outcome of field notes. With the readings performed it was possible to get deeper knowledge regarding the report, highlighting the barriers of communication between school and family and the importance of the involvement of parents with the kindergarten. In my practice I was able to verify that communication in times of pandemic had to be readjusted, no longer having physical contact, becoming virtual contact. It is true that this institution uses a lot of digital platforms, but it used to be frequent, with a pandemic that became usual so that parents had all the necessary tools to develop their children's development.
This report urges on the field of curricular unit of supervised practice in kindergarten, inserted on the masters in pre-school education with the aim of masters-level on ISPA. The supervised practice in kindergarten has placed in a private institution, in a class with a heterogeneous group. The research questions emerged from the interest and curiosity to have deeper knowledge regarding the methods of communications used and their advantages and disadvantages to professionals and families. The study used the qualitative method, using different tools such as observation and research that had the outcome of field notes. With the readings performed it was possible to get deeper knowledge regarding the report, highlighting the barriers of communication between school and family and the importance of the involvement of parents with the kindergarten. In my practice I was able to verify that communication in times of pandemic had to be readjusted, no longer having physical contact, becoming virtual contact. It is true that this institution uses a lot of digital platforms, but it used to be frequent, with a pandemic that became usual so that parents had all the necessary tools to develop their children's development.
Description
Relatório da Prática de Ensino Supervisionada
apresentado no ISPA – Instituto
Universitário para obtenção de grau de Mestre em
Educação Pré-Escolar
Keywords
Jardim de infância Meios de comunicação Barreiras na comunicação Kindergarten Communication Barriers on communication