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O papel dos educadores na promoção da resiliência na infância: um estudo sobre intervenção precoce e educação inclusiva
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Dissertação_de_mestrado_42158 | 1.26 MB | Adobe PDF |
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Abstract(s)
Este estudo teve como objetivo compreender o papel dos educadores de infância na promoção da resiliência infantil, considerando o contexto da educação inclusiva e da intervenção precoce. Para isso, foi realizada uma abordagem teórica sobre educação inclusiva, o seu desenvolvimento em Portugal, o papel da intervenção precoce e sua relação com a inclusão. Adicionalmente, explorou-se a estrutura do Sistema Nacional de Intervenção Precoce na Infância (SNIPI) e o funcionamento das Equipas Locais de Intervenção (ELI).
Seguindo essa linha de investigação, o estudo também analisou a construção social do educador de infância, destacando a sua evolução histórica e a forma como as questões de género influenciam essa profissão. Foi evidenciado que, apesar da crescente valorização da educação infantil, os educadores ainda enfrentam desafios relacionados com a desvalorização da sua profissão, especialmente quando comparados a outros níveis de ensino.
No aprofundamento teórico, abordou-se o conceito de inteligência emocional e sua evolução ao longo do tempo, relacionando-o com a resiliência infantil. A literatura demonstra que a inteligência emocional favorece a autorregulação emocional, a empatia e o desenvolvimento de habilidades sociais, fatores essenciais para a promoção da resiliência. Assim, estabeleceu-se uma relação entre esses conceitos, evidenciando como educadores emocionalmente preparados podem contribuir para o fortalecimento da resiliência das crianças.
Para responder à questão central da investigação, foram realizadas entrevistas com educadoras de infância e educadoras técnicas em intervenção precoce, cujas narrativas forneceram uma visão detalhada sobre os desafios da profissão e a importância das relações afetivas na educação infantil. Os resultados demonstram que, embora os educadores tenham um papel fundamental no desenvolvimento emocional e social das crianças, ainda enfrentam dificuldades relacionadas com a formação, a implementação de práticas inclusivas e a valorização profissional.
A pesquisa também destacou que a inclusão não depende apenas da legislação existente, mas da sua efetiva implementação, garantindo que os educadores tenham suporte adequado para desempenhar suas funções. A formação contínua revelou-se essencial para que os educadores consigam trabalhar de forma eficaz com crianças em diversos contextos, adaptando estratégias e promovendo um ambiente mais inclusivo.
Diante dessas conclusões, sugere-se que futuras investigações ampliem a amostra e incluam a perspetiva de cuidadores e famílias, a fim de compreender de que forma a relação entre educadores e responsáveis pode contribuir para o fortalecimento da resiliência infantil. Além disso, recomenda-se a análise do impacto de formações específicas em inteligência emocional e resiliência na prática pedagógica dos educadores.
Espera-se que este estudo contribua para a valorização do educador de infância e para a criação de políticas educacionais que fortaleçam a sua formação e o seu reconhecimento, promovendo práticas mais eficazes na educação inclusiva e na intervenção precoce.
This study aimed to understand the role of early childhood educators in fostering resilience in children, considering the context of inclusive education and early intervention. To achieve this, a theoretical discussion was conducted on inclusive education, its development in Portugal, the role of early intervention, and its relationship with inclusion. Additionally, the structure of the National Early Intervention System (SNIPI) and the functioning of Local Intervention Teams (ELI) were examined. Following this line of investigation, the study also analyzed the social construction of early childhood educators, highlighting their historical evolution and the influence of gender issues on the profession. Despite the growing recognition of early childhood education, educators continue to face challenges related to the undervaluation of their profession, especially in comparison to other levels of education. In the theoretical framework, the concept of emotional intelligence and its evolution over time were explored, establishing its connection with childhood resilience. The literature demonstrates that emotional intelligence fosters emotional self-regulation, empathy, and social skills development, all of which are essential factors in promoting resilience. Consequently, a relationship was established between these concepts, emphasizing how emotionally prepared educators can contribute to strengthening resilience in children. To address the central research question, interviews were conducted with early childhood educators and technical educators working in early intervention. Their narratives provided a detailed perspective on the challenges of the profession and the significance of affective relationships in early childhood education. The results revealed that, although educators play a crucial role in children's emotional and social development, they still face difficulties related to training, the implementation of inclusive practices, and professional recognition. The study also highlighted that inclusion does not solely depend on existing legislation but on its effective implementation, ensuring that educators receive adequate support to fulfill their roles. Continuous professional development was identified as essential for educators to work effectively with children in diverse contexts, adapting strategies and fostering a more inclusive environment. Based on these findings, future research should expand the sample and incorporate the perspectives of caregivers and families to better understand how the relationship between educators and guardians can contribute to strengthening childhood resilience. Furthermore, investigating the impact of specific training programs in emotional intelligence and resilience on educators' pedagogical practices would be a valuable avenue for further study. It is hoped that this research will contribute to the recognition of early childhood educators and the development of educational policies that enhance their training and professional acknowledgment, ultimately fostering more effective practices in inclusive education and early intervention.
This study aimed to understand the role of early childhood educators in fostering resilience in children, considering the context of inclusive education and early intervention. To achieve this, a theoretical discussion was conducted on inclusive education, its development in Portugal, the role of early intervention, and its relationship with inclusion. Additionally, the structure of the National Early Intervention System (SNIPI) and the functioning of Local Intervention Teams (ELI) were examined. Following this line of investigation, the study also analyzed the social construction of early childhood educators, highlighting their historical evolution and the influence of gender issues on the profession. Despite the growing recognition of early childhood education, educators continue to face challenges related to the undervaluation of their profession, especially in comparison to other levels of education. In the theoretical framework, the concept of emotional intelligence and its evolution over time were explored, establishing its connection with childhood resilience. The literature demonstrates that emotional intelligence fosters emotional self-regulation, empathy, and social skills development, all of which are essential factors in promoting resilience. Consequently, a relationship was established between these concepts, emphasizing how emotionally prepared educators can contribute to strengthening resilience in children. To address the central research question, interviews were conducted with early childhood educators and technical educators working in early intervention. Their narratives provided a detailed perspective on the challenges of the profession and the significance of affective relationships in early childhood education. The results revealed that, although educators play a crucial role in children's emotional and social development, they still face difficulties related to training, the implementation of inclusive practices, and professional recognition. The study also highlighted that inclusion does not solely depend on existing legislation but on its effective implementation, ensuring that educators receive adequate support to fulfill their roles. Continuous professional development was identified as essential for educators to work effectively with children in diverse contexts, adapting strategies and fostering a more inclusive environment. Based on these findings, future research should expand the sample and incorporate the perspectives of caregivers and families to better understand how the relationship between educators and guardians can contribute to strengthening childhood resilience. Furthermore, investigating the impact of specific training programs in emotional intelligence and resilience on educators' pedagogical practices would be a valuable avenue for further study. It is hoped that this research will contribute to the recognition of early childhood educators and the development of educational policies that enhance their training and professional acknowledgment, ultimately fostering more effective practices in inclusive education and early intervention.
Description
Keywords
Inclusão Educador de infância Necessidades educativas específicas Resiliência Intervenção precoce Inclusive education Early childhood educator Specific educational needs Resilience Early intervention