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Publication
As concepções da família face à creche
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 15.42 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Este trabalho incide sobre a problemática da relação escola/familia e ê desenvolvido em
tomo de uma questão central: Que concepções têm Os pais, cujos filhos frequentam a
creche, do trabalho desenvolvido nesta realidade educativa?
A investigação envolve um conjunto de famílias com filhos a frequentar uma creche situada em Setúbal. Os pais foram seleccionados de acordo com alguns critérios, nomeadamente: famílias com apenas l filho e a viverem pela primeira vez a experiência da creche e familias com mais que l filho e que já passaram pela mesma vivência mais do que uma vez.
O estudo segue uma metodologia de natureza qualitativa recorrendo prioritariamente a
entrevistas semi-estruturadas. Realizaram-se 2 entrevistas por cada tipo de família. Para alem destas, foram também entrevistados os educadores pertencentes às salas onde decorre o estudo, um destes também desempenhando funções de coordenação. O trabalho empírico tem também por base a análise de alguns documentos de natureza pedagógica e organizativa (projecto educativo, projectos pedagógicos das salas, registos às familias: placares, cadernos, etc.) e a observação participante recolhendo informação atraves de notas de campo de reunião de pais.
Conclui-se que as famílias do estudo conhecem o trabalho da creche e perspectivam esta realidade educativa como um espaço de cuidados e educação. Esta concepção e
representação da creche deve-se, em parte, à abertura da creche às famílias, à criação de relações próximas, de cooperação e confiança, a um diálogo regular e honesto entre os dois contextos de desenvolvimento da criança: a familia e a creche.
Na medida em que a familia pode representar um papel importante ao longo do processo educativo da criança, dando continuidade ao que se desenvolve na creche, considera-se ser necessário que os educadores de infância diversifiquem as estratégias de envolvimento e participação das famílias, intencionalizem e se mobilizem profissionalmente, dinamizando também os pais, para a discussão, para a partilha de ideias, experiências, saberes- É fundamental que os profissionais encontrem formas de divulgar O trabalho educativo desenvolvido com bebes e crianças pequenas em contexto de creche de modo a que esta realidade seja reconhecida e lhe seja atribuído O devido valor pedagógico.
This research focuses the relationships between day-nursery and families and it was built around a central question: which conceptions do the parents, whose the children attend the day-nursery have fiom pedagogical work developed in this reality education? The research involves a set of faiiiilies whose children frequent a day-nursery situated iii Setúbal. The study follows a quality methodology and we obtained the data through interviews. Two interviews were done semi-structured for each family model. Besides, the pre~school teachers from the classrooms where the research was made were also interviewed property the class-rooms where rim away the study, being one of them the responsible of all the class-rooms co-ordination. The empiric study from basis the analysis of pedagogical documents (educative project, projects from class-rooms, data from the families, individual coopy-books,etc) and the participant observation collected the inforrnation through data from parents meeting. lt was concluded that the faniilies, which took part in this research, are aware of the work developed in the day-nursery and consider this education facility as a place where their children are cared and educated. This concept and representation of the day-nursery is due mainly to the link betvveen the facility and the families, to the cooperation, trust and close relationships, to a frequent and honest dialogue between both children°s development coiitexts the family and the day-nursery it is considered to be necessary that the pre-school teachers diversify the strategies and become more active, so that the families have a more intense participation and share ideas, experience and knowledge. These professionals must fmd ways to let the parents know the pedagogical work developed with babies and little children in the day-nursery context in a way that it can be recognised as a pedagogical action of a great value and importance.
This research focuses the relationships between day-nursery and families and it was built around a central question: which conceptions do the parents, whose the children attend the day-nursery have fiom pedagogical work developed in this reality education? The research involves a set of faiiiilies whose children frequent a day-nursery situated iii Setúbal. The study follows a quality methodology and we obtained the data through interviews. Two interviews were done semi-structured for each family model. Besides, the pre~school teachers from the classrooms where the research was made were also interviewed property the class-rooms where rim away the study, being one of them the responsible of all the class-rooms co-ordination. The empiric study from basis the analysis of pedagogical documents (educative project, projects from class-rooms, data from the families, individual coopy-books,etc) and the participant observation collected the inforrnation through data from parents meeting. lt was concluded that the faniilies, which took part in this research, are aware of the work developed in the day-nursery and consider this education facility as a place where their children are cared and educated. This concept and representation of the day-nursery is due mainly to the link betvveen the facility and the families, to the cooperation, trust and close relationships, to a frequent and honest dialogue between both children°s development coiitexts the family and the day-nursery it is considered to be necessary that the pre-school teachers diversify the strategies and become more active, so that the families have a more intense participation and share ideas, experience and knowledge. These professionals must fmd ways to let the parents know the pedagogical work developed with babies and little children in the day-nursery context in a way that it can be recognised as a pedagogical action of a great value and importance.
Description
Keywords
Creche Cuidados Educação Famílias Participação Cooperação