Relação família e escola: programa para profissionais pré-escolares de alunos público alvo da educação especial

• Autor(a) principal: Borges, Laura
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/3189
• topic: Relação família-escola; Educação especial; Educação infantil; Programa de intervenção; Profissionais pré-escolares; Special education; Family-school relation; Early childhood education; Intervention program; School professionals; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL

Various studies show benefits of family-school relation on development and performance of students that are target audience of special education (TAEE) especially on early childhood education. However, they also show lack of information and training of school professionals to establish such relation with families. Considering such needs, an intervention program was implemented aiming to offer means to favor family-school relation of preschool TAEE students. This study aimed to: (a) identify possible opinion switch of school professionals regarding families , families of TAEE students and family-school relation after attending an intervention program; (b) analyze family-school relation during school professionals attendance in the program and (c) assess structure and social validity of the program. Data collection occurred during the program offered to seven preschool professionals of municipal schools who taught TAEE students. The intervention was held in the university dependencies and comprised nine 2-hour meetings totaling 18 hours. To achieve proposed goals, participants filled in: (a) an identification questionnaire; (b) pre and posttest focal group guides and (c) an intervention program evaluation. Participants also registered contacts made with TAEE students relatives in a biweekly field journal. Content analyses were made with data obtained in focal groups and field journals. Quantitative and qualitative analyses were made with data obtained via program evaluation. Results indicate that participants presented conceptual change regarding proposed topics after attending the program. Participants opinions and perceptions were improved and regarded more positive aspects with reduced frequency of references to demands, stigma, guilt and negative comments towards families. They also cited more aspects related to family involvement and its benefits to students development. Regarding practical relation between participants and TAEE students relatives, no significant changes in quantity, frequency and duration were observed in a general analysis, although positive changes were observed in some cases such as the insertion of topics that are more positive, pleasant, and that evidence progress in students behavior/development/performance, changes in participants evaluation regarding meetings productivity and relatives posture during the intervention, and the withdrawal of barriers and harmful factors to the relation. Regarding program evaluation, positive aspects were (a) manner and strategy used to contact relatives and (b) contributions to the establishment of family-school relation. In addition, participants unanimously reported (a) satisfaction with day, quantity and frequency of meetings, (b) that the program aided their teaching practice, and (c) that they would refer the program to a colleague. Lastly, six participants reported change in their relation with TAEE sutdents relatives. In conclusion, the program reached favorable results to family-school relation in this context and may have its results used to support further research and intervention.