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“Tempo de bem-estar”: Projeto de educação e intervenção social em contexto de acolhimento residencial
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| 11.48 MB | Adobe PDF |
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Abstract(s)
Este relatório surge no contexto de um projeto de educação e intervenção social, realizado numa Casa de acolhimento residencial, assumindo-se como enquadramento metodológico a Investigação-Ação Participativa.
O projeto surgiu do reconhecimento de fragilidades sentidas no seio da equipa ao nível da comunicação, da coesão e da valorização mútua, aspetos que condicionavam o bem-estar global da instituição.
Neste enquadramento, a finalidade do projeto consistiu na construção de uma comunidade promotora do florescimento integral de todos e capaz de garantir o seu equilíbrio biopsicossocial.
Assim, através de um processo de análise partilhada da realidade e da valorização da voz de cada pessoa, desenvolveram-se três ações: “Tempo de Pausa, Tempo de Equipa”, com o objetivo de fomentar a coesão e a identidade coletiva; “Oficina da Alegria”, com o objetivo de diminuir o stress, aumentar a capacidade de regulação emocional na equipa; e “Conversas de Motivação”, com o intuito de criar espaços seguros de escuta, reflexão e apoio emocional, através da Relação de Ajuda.
Com o decorrer das ações, observaram-se melhorias na comunicação, maior reconhecimento, envolvimento nas reuniões e abertura ao diálogo. Estas mudanças, embora subtis, revelaram-se significativas no contexto. O projeto mostrou, assim, como práticas consistentes de valorização, escuta e apoio emocional podem criar ambientes mais saudáveis. Mais do que uma metodologia, a Investigação-Ação Participativa foi uma forma de estar e de construir em conjunto, onde cada pessoa pôde sentir-se parte da mudança.
This report arises in the context of an education and social intervention project carried out in a residential care home, using Participatory Action Research as its methodological framework. The project arose from the recognition of weaknesses felt within the team in terms of communication, cohesion and mutual appreciation, aspects that affected the overall well-being of the institution. In this context, the aim of the project was to build a community that promotes the integral flourishing of all and is capable of ensuring their biopsychosocial balance. Thus, through a process of shared analysis of reality and valuing each person's voice, three actions were developed: ‘Time Out, Team Time’, to foster cohesion and collective identity; ‘Joy Workshop’, with the aim of reducing stress and increasing the team's emotional regulation capacity; and ‘Motivational Conversations’, with the aim of creating safe spaces for listening, reflection, and emotional support through the Helping Relationship. As the actions progressed, improvements in communication, greater recognition, involvement in meetings, and openness to dialogue were observed. These changes, although subtle, proved to be significant in the context. The project thus showed how consistent practices of appreciation, listening and emotional support can create healthier environments. More than a methodology, Participatory Action Research was a way of being and building together, where each person could feel part of the change.
This report arises in the context of an education and social intervention project carried out in a residential care home, using Participatory Action Research as its methodological framework. The project arose from the recognition of weaknesses felt within the team in terms of communication, cohesion and mutual appreciation, aspects that affected the overall well-being of the institution. In this context, the aim of the project was to build a community that promotes the integral flourishing of all and is capable of ensuring their biopsychosocial balance. Thus, through a process of shared analysis of reality and valuing each person's voice, three actions were developed: ‘Time Out, Team Time’, to foster cohesion and collective identity; ‘Joy Workshop’, with the aim of reducing stress and increasing the team's emotional regulation capacity; and ‘Motivational Conversations’, with the aim of creating safe spaces for listening, reflection, and emotional support through the Helping Relationship. As the actions progressed, improvements in communication, greater recognition, involvement in meetings, and openness to dialogue were observed. These changes, although subtle, proved to be significant in the context. The project thus showed how consistent practices of appreciation, listening and emotional support can create healthier environments. More than a methodology, Participatory Action Research was a way of being and building together, where each person could feel part of the change.
Description
Keywords
Investigação-ação participativa Coesão Regulação emocional Relação de ajuda Participatory action research Cohesion Emotional regulation Helping relationship
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence