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Abstract(s)
O acolhimento residencial, de curta ou longa duração, é uma das medidas de proteção de crianças e jovens mais utilizadas em Portugal. Neste contexto, segundo a literatura (e.g., Davis, 2003), uma relação de confiança e de segurança com figuras de referência alternativas às parentais pode-se afigurar como um fator de proteção e potenciar um desenvolvimento adaptativo para os menores acolhidos. Neste sentido, e também devido ao tempo de convivência, os profissionais podem assumir esta relevância na vida dos mesmos, tornando-se assim importante uma reflexão constante sobre as práticas educativas e a forma como as relações são desenvolvidas neste contexto. O projeto “Sozinho transformo a minha realidade, juntos transformamos o mundo”, apresentado neste Relatório, desenvolveu-se num centro de acolhimento temporário (CAT) com as crianças e os profissionais desse contexto. Foi orientado pela metodologia Investigação-Ação Participativa e teve como finalidade a promoção do bem-estar emocional de profissionais e crianças acolhidas na “Eu, criança”, através da melhoria das relações interpessoais e das práticas educativas. Com este fim, a intervenção conjunta e coconstruída centrou-se na conscientização e reflexão sobre as práticas educativas e na melhoria das relações entre os protagonistas. Tendo a avaliação ocupado um papel crucial ao longo do processo, verificou-se que o projeto alcançou os objetivos previstos, tendo as transformações e as mudanças sido consideradas como significativas pelos protagonistas
Short- or long-term residential care is one of the most commonly used child and youth protection measures in Portugal. In this context, according to the literature (e.g., Davis, 2003), a relationship of trust and security with alternative reference figures to parents can be seen as a protective factor and foster adaptive development for minors. In this sense, derived from the time spent together, professionals can assume this relevance in their lives, thus being important a constant reflection on educational practices and how relationships are developed in this context. The project “Alone I transform my reality, together we transform the world”, presented in this Report, was developed in a temporary care center (CAT) with children and professionals. It was guided by the Participatory Action-Research methodology and aimed to promoting the emotional well-being of professionals and children welcomed in the “I, child” through the improvement of interpersonal relationships and educational practices. To this end, joint and coconstructed intervention focused on raising awareness and reflection on educational practices and improving relationships between the protagonists. As the evaluation played a crucial role throughout the process, it was found that the project achieved its intended objectives, and the transformations and changes were considered significant by the protagonists
Short- or long-term residential care is one of the most commonly used child and youth protection measures in Portugal. In this context, according to the literature (e.g., Davis, 2003), a relationship of trust and security with alternative reference figures to parents can be seen as a protective factor and foster adaptive development for minors. In this sense, derived from the time spent together, professionals can assume this relevance in their lives, thus being important a constant reflection on educational practices and how relationships are developed in this context. The project “Alone I transform my reality, together we transform the world”, presented in this Report, was developed in a temporary care center (CAT) with children and professionals. It was guided by the Participatory Action-Research methodology and aimed to promoting the emotional well-being of professionals and children welcomed in the “I, child” through the improvement of interpersonal relationships and educational practices. To this end, joint and coconstructed intervention focused on raising awareness and reflection on educational practices and improving relationships between the protagonists. As the evaluation played a crucial role throughout the process, it was found that the project achieved its intended objectives, and the transformations and changes were considered significant by the protagonists
Description
Keywords
Acolhimento residencial Mudança social Protagonistas Relações interpessoais Práticas educativas Residential care Social change Protagonists Interpersonal relationships Educational practices
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação