A intervenção de educadores sociais para a inclusão educativa, no contexto da componente de apoio à família
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Esta investigação tem como tema o papel de Educadores Sociais para a inclusão educativa, no contexto da Componente de Apoio à Família e como objetivo analisar se as práticas desenvolvidas por Educadores Sociais na Componente de Apoio à Família contribuem para a inclusão educativa. É um estudo de natureza qualitativa, que utiliza a entrevista semiestruturada (Quivy, Marquet e Van Campenhoudt, 2019) como técnica e instrumento de recolha de dados e a análise de conteúdo (Bardin, 2010) para o seu tratamento. O estudo possibilitou descrever e identificar no discurso dos educadores sociais quais são as diversas formas de atuar, de organização, de planificação, de avaliação, de divulgação e de gestão de recursos. Com o mesmo tomámos conhecimento de variadas dificuldades e lacunas presentes na forma de organização e atuação nas Componentes de Apoio à Família que foram estudadas, dando enfâse à falta de articulação entre estas, a escola e os pais, contudo, a mais mencionada pelas entrevistadas foi ao nível da falta de recursos, seguida do trabalho com os alunos.
The theme of this research is the role of Social Educators in educational inclusion, in the context of the Family Support Component, and the aim is to analyse if the practices developed by Social Educators in the Family Support Component contribute to educational inclusion. This is a qualitative study that uses semi-structured interviews (Quivy, Marquet and Van Campenhoudt, 2019) as data collection technique and instrument, and content analysis (Bardin, 2010) to process the data. The study made it possible to describe and identify in the social educators' discourse the various ways of working, organising, planning, evaluating, disseminating and managing resources. With it, we became aware of various difficulties and shortcomings in the way the Family Support Components studied are organised and run, with emphasis on the lack of coordination between them, the school and parents. However, the one most mentioned by the interviewees was the lack of resources, followed by working with the students.
The theme of this research is the role of Social Educators in educational inclusion, in the context of the Family Support Component, and the aim is to analyse if the practices developed by Social Educators in the Family Support Component contribute to educational inclusion. This is a qualitative study that uses semi-structured interviews (Quivy, Marquet and Van Campenhoudt, 2019) as data collection technique and instrument, and content analysis (Bardin, 2010) to process the data. The study made it possible to describe and identify in the social educators' discourse the various ways of working, organising, planning, evaluating, disseminating and managing resources. With it, we became aware of various difficulties and shortcomings in the way the Family Support Components studied are organised and run, with emphasis on the lack of coordination between them, the school and parents. However, the one most mentioned by the interviewees was the lack of resources, followed by working with the students.