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Sinalizar e trabalhar com crianças em situações familiares de risco em contexto pedagógico
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| 10.32 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A temática do presente relatório teve origem nos estágios realizados durante a prática
de ensino supervisionada, onde foram suscitadas dúvidas e questões que mereciam
aprofundamento, nomeadamente quanto a uma situação de negligência e, por esse
motivo, realizou-se o exercício investigativo que se apresenta. Os contextos de
estágios englobaram as valências de Creche, Jardim de Infância e de 1.º Ciclo do
Ensino Básico, mais concretamente, 1.º e 4.º ano de escolaridade.
O estudo teve como objetivo conhecer quais as conceções dos profissionais de
Educação, perceber se estes consideram existir repercussões na vida escolar das
crianças envolvidas em situações familiares de risco e, ainda, se é possível atuar
nestas situações. Este estudo enquadra-se numa metodologia qualitativa e foram
realizadas entrevistas semiestruturadas. Para tal, foram entrevistadas três educadoras
de infância e três professoras do 1.º Ciclo do Ensino Básico.
Foi possível concluir que, como principais resultados, os profissionais consideram que
é possível verificar a existência de situações de risco potencial ou real através do
comportamento das crianças e de alterações emocionais que estas possam
demonstrar em contexto pedagógico. Incluindo como sinais a observar, o desempenho
escolar, a forma de se relacionar com os outros e eventuais sinais de negligência,
para detetar ou identificar riscos associados à criança e à família.
As repercussões apontadas pelas profissionais apontam para a dimensão psicológica,
emocional e social, dependendo da celeridade de resposta e de intervenção, podem
verificar-se ou não sequelas na criança. Para atuar junto de crianças em situações de
risco, as docentes sugeriram a observação da criança em contexto pedagógico e a
sinalização, bem como a articulação com outros profissionais, trabalhando através de
redes de apoio.
The theme of this report originated in the internships carried out during the practice of supervised teaching, where doubts and questions were raised that deserved further investigation, namely regarding a situation of negligence and, for this reason, the investigative exercise that is presented was carried out. The internship contexts encompassed the Nursery, Kindergarten and 1st Cycle of Basic Education, specifically, 1st and 4th year of schooling. The study aimed to know what conceptions of Education professionals are, to understand if they consider that there are repercussions in the school life of children involved in risky family situations and, even, if it is possible to act in these situations. To this end, three kindergarten teachers and three teachers from the 1st Cycle of Basic Education were interviewed. This study fits into a qualitative methodology and semi structured interviews were carried out. It was possible to conclude that, as the main results, professionals consider that it is possible to verify the existence of situations of potential or real risk through the behavior of children and emotional changes that they can demonstrate in a pedagogical context. Including as signs to observe, school performance, the way to relate to others and any signs of negligence, to detect or identify risks associated with the child and family. The repercussions pointed out by the professionals point to the psychological, emotional and social dimension, depending on the speed of response and intervention, there may or may not be sequelae in the child. To work with children at risk, the teachers suggested observing the child in a pedagogical context and signaling, as well as articulating with other professionals, working through support networks.
The theme of this report originated in the internships carried out during the practice of supervised teaching, where doubts and questions were raised that deserved further investigation, namely regarding a situation of negligence and, for this reason, the investigative exercise that is presented was carried out. The internship contexts encompassed the Nursery, Kindergarten and 1st Cycle of Basic Education, specifically, 1st and 4th year of schooling. The study aimed to know what conceptions of Education professionals are, to understand if they consider that there are repercussions in the school life of children involved in risky family situations and, even, if it is possible to act in these situations. To this end, three kindergarten teachers and three teachers from the 1st Cycle of Basic Education were interviewed. This study fits into a qualitative methodology and semi structured interviews were carried out. It was possible to conclude that, as the main results, professionals consider that it is possible to verify the existence of situations of potential or real risk through the behavior of children and emotional changes that they can demonstrate in a pedagogical context. Including as signs to observe, school performance, the way to relate to others and any signs of negligence, to detect or identify risks associated with the child and family. The repercussions pointed out by the professionals point to the psychological, emotional and social dimension, depending on the speed of response and intervention, there may or may not be sequelae in the child. To work with children at risk, the teachers suggested observing the child in a pedagogical context and signaling, as well as articulating with other professionals, working through support networks.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
escola família fatores de risco jardim de infância 1.º ciclo do ensino básico school family risk factors kindergarten 1st cycle of basic education