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Authors
Advisor(s)
Abstract(s)
Esta investigação enquadra-se no âmbito das pedagogias participativas – especiaficamente a Pedagogia-em-Particiapação (Formosinho & Oliveira-Formosinho, 2008; Formosinho, Monge & Oliveira-Formosinho, 2016; Oliveira-Formosinho & Araújo, 2013b; Oliveira-Formosinho & Formosinho, 2001, 2013b; Formosinho & Pascal, 2016) – e foca o envolvimento das familias no quotidiano educativo e a aprendizagem das crianças, através da construção de uma equipa educativa de sala participativa.
O estudo desenvolve-se ao longo de quatro anos letivos, nas valências de creche e educação pré-escolar do Centro Infantil Olivais Sul, situado em Lisboa.
Sabe-se que o envolvimento das famílias das crianças na educação de infância pode assumir diversas formas. Este estudo centra-se na importância do envolvimento das famílias no quotidiano das aprendizagens das crianças.
A metodologia da investigação situa-se no paradigma qualitativo, desenvolve-se através de um estudo de caso (Stake, 2012) de natureza praxeológica (Oliveira-Formosinho & Formosinho, 2012; Oliveira-Formosinho, 2016a) e utiliza o portfólio de desenvolvimento profissional da educadora e os portfólios individuais das crianças para revelar as jornadas de envolvimento parental pedagógico e as aprendizagens das crianças. A ética do estudo cumpre-se pelo consentimento por escrito dos encarregados de educação das crianças, da instituição e das auxiliares.
O modo como se contrói a equipa educativa de sala tem múltiplos impactos: o estilo de interações desenvolvidas com as crianças e suas famílias; o bem-estar das crianças, famílias e profissionais; a forma como as famílias se envolvem; o desenvolvimento profissional da educadora e auxiliares.
Pretende-se que o estudo tenha implicações para as políticas públicas e de formação de educadores e de auxiliares, assim como para as práticas pedagógicas em salas de creche e educação pré-escolar.
This research fits in participatory pedagogies – specifically Pedagogy-in-Participation (Formosinho & Oliveira-Formosinho, 2008; Formosinho, Monge & Oliveira-Formosinho, 2016; Oliveira-Formosinho & Araújo, 2013b; Oliveira-Formosinho & Formosinho, 2001, 2013b; Formosinho & Pascal, 2016) – and it focuses families involvement in educational daily routine and children’s learning, through the construction of a participatory educational team. The study develops along four years, in crèche and preschool beased in Olivais Sul Early Years Centre, in Lisbon. It´s known that families involvement in early childhood education can assume diverse ways. This study centers on the importance of families involvement in the children’s daily learnings. The research methodology in inserted in the qualitativ paradigm, develops through a case study (Stake, 2012) with a praxeological nature (Oliveira-Formosinho & Formosinho, 2012; Oliveira-Formosinho, 2016a) and uses the professional development portfolio and children’s individual portfolios. The ethics of the study was fulfilled by written consent of children’s parents, the institution and the assistants. The way na educational team is constructed has multiple impacts: the interactions style developed with children and families; the well-being of children, families and professionals; the way families involve themselves; the educator and assistants professional developments. It’s desirable that the study has implications for public policies and educators/assistants’ training policies, as for pedagogical practices on crèche and preschool context.
This research fits in participatory pedagogies – specifically Pedagogy-in-Participation (Formosinho & Oliveira-Formosinho, 2008; Formosinho, Monge & Oliveira-Formosinho, 2016; Oliveira-Formosinho & Araújo, 2013b; Oliveira-Formosinho & Formosinho, 2001, 2013b; Formosinho & Pascal, 2016) – and it focuses families involvement in educational daily routine and children’s learning, through the construction of a participatory educational team. The study develops along four years, in crèche and preschool beased in Olivais Sul Early Years Centre, in Lisbon. It´s known that families involvement in early childhood education can assume diverse ways. This study centers on the importance of families involvement in the children’s daily learnings. The research methodology in inserted in the qualitativ paradigm, develops through a case study (Stake, 2012) with a praxeological nature (Oliveira-Formosinho & Formosinho, 2012; Oliveira-Formosinho, 2016a) and uses the professional development portfolio and children’s individual portfolios. The ethics of the study was fulfilled by written consent of children’s parents, the institution and the assistants. The way na educational team is constructed has multiple impacts: the interactions style developed with children and families; the well-being of children, families and professionals; the way families involve themselves; the educator and assistants professional developments. It’s desirable that the study has implications for public policies and educators/assistants’ training policies, as for pedagogical practices on crèche and preschool context.
Description
Keywords
Pedagogia-em-participação Envolvimento parental Envolvimento familiar Construção da equipa educativa Aprendizagens das crianças Pedagogy-in-participation Parental involvement Families’ involvement Construction of the educational team Children’s learnings