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A afetividade do educador na promoção de atitudes de inclusão no contexto da educação pré-escolar
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Advisor(s)
Abstract(s)
Em Portugal são ainda escassos os estudos relacionados com a afetividade e os que
existem focam, na sua interpretação, a divergência/abrangência do respetivo conceito
considerando-o complexo.
Este estudo tem como objetivo geral verificar o papel da afetividade do educador na
promoção de atitudes de inclusão no contexto da educação pré-escolar.
Os dados foram recolhidos através de um questionário permitindo uma análise das
conceções e atitudes dos profissionais de educação de infância. Constituiu-se uma
amostra de conveniência de sessenta e nove educadores de infância.
Observa-se a existência de correlações positivas entre os níveis de concordância com a
afetividade e os níveis de concordância de alguns dos itens inclusivos e correlações
negativas entre os níveis de concordância com a afetividade e os níveis de concordância
de alguns dos itens exclusivos. Perante as variáveis a formação académica, a idade e o
tempo de serviço, verifica-se que a variável idade é a que mais influencia a promoção da
afetividade no contexto da educação pré-escolar, seguindo-se o tempo de serviço e a
formação académica.
A afetividade é definida neste estudo através dos vocábulos compreensão, carinho,
respeito, confiança, atenção e afeto. Os educadores identificam o diálogo, o respeito
mútuo e o sorriso como promotores de afetividade na relação pedagógica no contexto de
jardim de infância. Perante uma turma e/ou criança(s) os educadores identificam
globalmente a afetividade através da manifestação de afetos entre as crianças do
trabalho de grupo e da partilha.
Para a promoção da inclusão, os educadores de infância utilizam estratégias como a
diferenciação pedagógica, o reforço positivo, a adequação de actividades e o apoio do
adulto. Com menor frequência utilizam o apoio ambiental (mudar o ambiente físico,
social ou o ambiente temporal) e o apoio invisível (organização de eventos que ocorram
naturalmente no decurso de uma atividade).
Portugal has few studies related to affectivity and those that exist focus on the divergence/comprehensiveness of the concept considering it complex. This study aims to verify the role of affectivity of the educator in promoting attitudes of inclusion in the context of pre-school education. The data were collected through a questionnaire allowing an analysis of conceptions and attitudes of the early childhood educators. The sample comprises sixty-nine kindergarten teachers. Positive correlations were observed between the levels of agreement with the affectivity and levels of agreement of some of the inclusive items. On the other hand, negative correlations were also observed between levels of agreement with the affectivity and levels of agreement of some of the exclusive items. In the presence of the variables academic background, age and length of service, age is the one which influences the promotion of affectivity in the context of pre-school education the most, followed by length of service and academic background. In this study affectivity is defined by the words understanding, care, respect, trust, attention and affection. Educators identified the dialogue, mutual respect and the smile as promoters of affectivity in the context of the pedagogical relationships in the kindergarten. In class and/or with children educators identify affectivity in situations of group work and in sharing. To promote inclusion, early childhood teachers are making use of strategies as adaptive education, positive reinforcement, the appropriateness of activities and support of adults. Less frequently they use the environmental support (change the physical environment, social or temporal environment) and invisible support (organization of events that occur naturally in the course of an activity).
Portugal has few studies related to affectivity and those that exist focus on the divergence/comprehensiveness of the concept considering it complex. This study aims to verify the role of affectivity of the educator in promoting attitudes of inclusion in the context of pre-school education. The data were collected through a questionnaire allowing an analysis of conceptions and attitudes of the early childhood educators. The sample comprises sixty-nine kindergarten teachers. Positive correlations were observed between the levels of agreement with the affectivity and levels of agreement of some of the inclusive items. On the other hand, negative correlations were also observed between levels of agreement with the affectivity and levels of agreement of some of the exclusive items. In the presence of the variables academic background, age and length of service, age is the one which influences the promotion of affectivity in the context of pre-school education the most, followed by length of service and academic background. In this study affectivity is defined by the words understanding, care, respect, trust, attention and affection. Educators identified the dialogue, mutual respect and the smile as promoters of affectivity in the context of the pedagogical relationships in the kindergarten. In class and/or with children educators identify affectivity in situations of group work and in sharing. To promote inclusion, early childhood teachers are making use of strategies as adaptive education, positive reinforcement, the appropriateness of activities and support of adults. Less frequently they use the environmental support (change the physical environment, social or temporal environment) and invisible support (organization of events that occur naturally in the course of an activity).
Description
Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Ciências da Educação: Educação Especial, área de especialização em Domínio da Intervenção Precoce na Infância
Keywords
Afetividade Inclusão Conceções Atitudes Estratégias Educação pré-escolar Affectivity Inclusion Conceptions Attitudes Strategies Pre-school education