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Analisar as representações e experiências das famílias acerca da relação família-escola na educação pré-escolar
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| 3.32 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
O presente relatório surge no âmbito da Unidade Curricular de Investigação na
Prática de Ensino Supervisionada, integrada no Mestrado em Educação Pré-Escolar.
Está organizado em duas partes principais: a primeira é uma revisão crítica do
percurso trilhado no decorrer das práticas de ensino supervisionadas, sublinhando as
aprendizagens obtidas nos diversos contextos da prática profissional; a segunda parte
focaliza-se na componente investigativa, tendo sido realizado um estudo sobre as
representações e experiências das famílias acerca da relação família-escola na
educação pré-escolar.
A investigação, assente sobre uma abordagem qualitativa, não foi realizada no
decorrer do estágio em contexto de Pré-Escolar, embora tenha sido nestes que surgiu
o interesse de explorar esta temática.
Todos os dados foram obtidos através da realização de entrevistas
semiestruturadas, complementada com análise documental acerca do tema.
Os resultados deste estudo vêm demonstrar que ainda existem algumas lacunas
no que diz respeito à dinamização da relação entre a escola e a família, impondo-se
muitas vezes barreiras difíceis de transpor. Constatou-se, no entanto, que estas
barreiras não são percebidas pela maioria dos/as entrevistados/as enquanto tal,
estando naturalizadas as modalidades convencionais de relação e envolvimento.
A partir dos resultados, foram avançadas algumas estratégias para o
estabelecimento de uma relação família-escola que promova o envolvimento e a
participação.
This report is part of the Curricular Unit on Research in Supervised Teaching Practice, part of the Master's Degree in Pre-School Education. It is organized into two main parts: the first is a critical review of the path followed during the supervised teaching practices, highlighting the lessons learned in the various contexts of professional practice; the second part focuses on the investigative component, having carried out a study on the representations and experiences of families about the family-school relationship in pre-school education. This research, based on a qualitative approach, was not carried out during the pre-school stage, although it was during this stage that the interest in exploring this theme arose. All the data was obtained through semi-structured interviews, complemented by document analysis on the subject. The results of this study show that there are still some gaps in the relationship between the school and the family, often imposing barriers that are difficult to overcome. It was found, however, that these barriers are not perceived as such by the majority of those interviewed, and that the conventional forms of relationship and involvement are naturalized. Based on the results, some strategies were put forward for establishing a family school relationship that promotes involvement and participation.
This report is part of the Curricular Unit on Research in Supervised Teaching Practice, part of the Master's Degree in Pre-School Education. It is organized into two main parts: the first is a critical review of the path followed during the supervised teaching practices, highlighting the lessons learned in the various contexts of professional practice; the second part focuses on the investigative component, having carried out a study on the representations and experiences of families about the family-school relationship in pre-school education. This research, based on a qualitative approach, was not carried out during the pre-school stage, although it was during this stage that the interest in exploring this theme arose. All the data was obtained through semi-structured interviews, complemented by document analysis on the subject. The results of this study show that there are still some gaps in the relationship between the school and the family, often imposing barriers that are difficult to overcome. It was found, however, that these barriers are not perceived as such by the majority of those interviewed, and that the conventional forms of relationship and involvement are naturalized. Based on the results, some strategies were put forward for establishing a family school relationship that promotes involvement and participation.
Description
Mestrado em Educação Pré-Escolar
Keywords
escola família relação análise pré-escolar school family relationship analysis preschool