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Authors
Advisor(s)
Abstract(s)
O presente relatório de estágio emergiu da necessidade de refletir sobre o estágio desenvolvido no âmbito da Prática de Ensino Supervisionada e, simultaneamente, realizar um trabalho de investigação relacionado com a prática em contexto escolar.
A relação escola-família e a formação dos professores são a base de estruturação do trabalho empírico, com o objetivo de compreender a articulação entre esta relação e a formação de professores.
Para este trabalho foram traçados objetivos, como analisar o grau de importância que os professores atribuem à sua formação, que tipo de formação obtiveram e se a consideram suficiente perante a realidade dos dias de hoje; além disso, procuramos perceber quais as áreas de maior carência neste âmbito, quais as melhores estratégias para promover o envolvimento dos pais na escola e verificar se os professores se encontram recetivos às mudanças que sociedade atual exige.
Recorremos, para o efeito do presente trabalho, a material por nós elaborado ao longo do estágio, assim como a autores de referência e a alguma legislação. Como tal, procuramos refletir sobre as nossas práticas, percecionando todos os momentos altos e baixos deste nosso percurso profissional, bem como as aprendizagens construídas. Além disso, como forma de perceber melhor a perceção dos professores sobre a sua formação no âmbito da relação escola-família, realizámos uma investigação de caráter descritivo simples com recurso ao inquérito por questionário, tendo este sido aplicado a professores do 1.º Ciclo do Ensino Básico do concelho de Paredes.
Os professores e as famílias aparecem aqui como parceiros insubstituíveis, os quais devem unir esforços devido à importância desta relação para as crianças. Escola e as famílias partilham objetivos e responsabilidades e todos (professores, pais e crianças) tendem a ganhar com esta colaboração, pois é considerada uma mais-valia para o sucesso das crianças, assim como tendo implicações em todos os atores educativos.
Abstract The present report has emerged from the need to reflect about the intership developed under the Supervised Teaching Practice and at the same time to realize a research related to the school context practice. The school-family relationship and teacher training are the basis for the empirical work structuring, in order to understand the relationship between them. For this work were traced goals as how to analyze the degree of importance that teachers attach to their training, what kind of training they obtained and if they consider it enough for today’s reality; we also try to understand which are the areas wich greatest need in this context, what are the best strategies to promote parental involvement in school and verify if teachers are receptive to the changes that modern society requires. For the present work we adopted the material we prepared along the intership, as well as the authors of reference and some legislation. As such, we try to reflect about our practices, understanding all the ups and downs of this professional way. Besides that, in order to better understand the perceptions of teachers about their training in the school-family relationship, we realized a descriptive research using the questionnaire. The questionnaires have been applied to primary school teachers in the municipality of Paredes. Teachers and families appear here as irreplaceable partners, who must join forces because of the importance of this relationship for the children. School and families share goals and responsibilities and everyone (teachers, parents and children) tend to gain from this collaboration, because it’s considered important for the children’s success, as well as having implications for all educational actors.
Abstract The present report has emerged from the need to reflect about the intership developed under the Supervised Teaching Practice and at the same time to realize a research related to the school context practice. The school-family relationship and teacher training are the basis for the empirical work structuring, in order to understand the relationship between them. For this work were traced goals as how to analyze the degree of importance that teachers attach to their training, what kind of training they obtained and if they consider it enough for today’s reality; we also try to understand which are the areas wich greatest need in this context, what are the best strategies to promote parental involvement in school and verify if teachers are receptive to the changes that modern society requires. For the present work we adopted the material we prepared along the intership, as well as the authors of reference and some legislation. As such, we try to reflect about our practices, understanding all the ups and downs of this professional way. Besides that, in order to better understand the perceptions of teachers about their training in the school-family relationship, we realized a descriptive research using the questionnaire. The questionnaires have been applied to primary school teachers in the municipality of Paredes. Teachers and families appear here as irreplaceable partners, who must join forces because of the importance of this relationship for the children. School and families share goals and responsibilities and everyone (teachers, parents and children) tend to gain from this collaboration, because it’s considered important for the children’s success, as well as having implications for all educational actors.
Description
Keywords
Educação Pré-Escolar Ensino do 1º CEB Formação de Professores Relação Escola-Família
Citation
Publisher
Instituto Politécnico de Viseu. Escola Superior de Educação de Viseu