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- As vozes das famílias e das crianças em situação de vulnerabilidade social e económicaPublication . Vaz, Paula Marisa Fortunato; Mesquita, Elza; Freire-Ribeiro, Ilda; Reichert, Rosilda MarileteO presente documento vem dar a conhecer o trabalho desenvolvido, entre 1 de fevereiro de 2022 e 1 de fevereiro de 2023, no âmbito do projeto “As vozes das famílias e das crianças em situação de vulnerabilidade social e económica”, de I&DT interno CIEB2022, financiado pela Fundação para a Ciência e a Tecnologia-FCT, através do projeto UIDB/05777/2020, com o valor de 7 500€. Este projeto foi desenvolvido por uma equipa de três docentes da Escola Superior de Educação do Instituto Politécnico de Bragança (Paula Vaz-coordenadora do projeto, membro integrado do Centro de Investigação em Educação Básica, Elza da Conceição Mesquita, membro da equipa e membro integrado do Centro de Investigação em Educação Básica, Ilda Freire Ribeiro, membro da equipa e membro do Centro de Estudos em Educação e Inovação) com a colaboração de uma bolseira de investigação. A presente investigação teve como finalidade estudar os percursos de vulnerabilidades e suas possíveis causas através das vozes das famílias e das crianças que se encontram em situação de vulnerabilidade social e económica. Incidiu sobre cinco famílias do interior do país e usou as narrativas de vida como meio de inquirir a realidade social em estudo. Tratou-se de uma investigação qualitativa que usou a entrevista semiestruturada como meio de recolha de dados e a análise de conteúdo como estratégia de análise dos mesmos. Os objetivos definidos foram os seguintes: (I) analisar o percurso de vida das famílias que se encontram em situação de vulnerabilidade social e económica; (II) caracterizar as famílias em situação de vulnerabilidade social e económica, a partir da voz dos atores; (III) compreender a relação da situação de vulnerabilidade das famílias com o sucesso escolar das crianças; (IV) analisar a perceção das crianças sobre a sua situação familiar e sobre o seu percurso escolar; (V) identificar mecanismos relevantes para prevenir e/ou ultrapassar diferentes vulnerabilidades sociais e económicas.
- Percurso de vida de famílias que recebem apoio social escolar: um estudo a partir das vozes de diferentes atoresPublication . Reichert, Rosilda Marilete; Mesquita, CristinaO estudo que se apresenta neste documento, tem como objetivos: estudar os percursos formativo e de vida das famílias das crianças que recebem apoio social escolar, analisar as perceções dos profissionais da ação social sobre essas famílias e perceber a relação que existe entre a situação das famílias e o sucesso escolar das crianças. O estudo é fundamentado numa pesquisa bibliográfica e documental. Para aceder às perceções das famílias e dos profissionais da ação social, realizou-se um estudo de natureza qualitativa, utilizando a entrevista semiestruturada como instrumento de recolha de dados. Para a análise dos dados obtidos, optou-se pela análise de conteúdo. No estudo participaram: cinco famílias e três profissionais da ação social, todos pertencentes do concelho de Vinhais, do distrito de Bragança. Os resultados obtidos evidenciam que há uma relação entre o percurso e a situação das famílias e o sucesso escolar das crianças. Parece emergir dos dados que as famílias de baixa escolaridade, em situação de desemprego, com baixos níveis de escolaridade e dependentes de subsídios públicos, com baixas expectativas face à escola tendem a ver reproduzidos este modelo na geração seguinte. Também se destacou, neste estudo, o papel da equipa multidisciplinar, particularmente da educadora social, na mediação entre a escola e a família, no empoderamento das famílias através de formação no âmbito da gestão familiar e reeducação familiar, bem como educação parental.
- The voices of families and children in situations of social and economic vulnerability: a report of a projectPublication . Vaz, Paula Marisa Fortunato; Mesquita, Elza; Freire-Ribeiro, Ilda; Reichert, Rosilda MarileteTaking as a reference the data from the report of the National Observatory for the Fight Against Poverty (2021) and based on data from European Union Statistics on Income and Living Conditions (EU-SILC) (2020), it is observed that 20% of the resident population in Portugal was in a condition of social and economic vulnerability, which corresponds to 1/5 of the resident population in Portugal. Another fact that the report highlights is related to the higher incidence of vulnerability in rural areas (21.1%), which presents a higher risk of poverty than in densely populated areas (13.3%) and medium populated areas (16.6%). Different studies such as those by Silva (2020), Brandão (2015), and Calejon (2011) reveal that there is a relationship between the condition of social vulnerability of children and families and the school success of these children. Considering the right to quality education should be guaranteed to all children, it is important to know how these vulnerabilities and their consequences are perceived by families and children and how they may be conditioning their access to a quality education provided by the schools they attend. This paper presents a project that aims to study the paths of vulnerability and its possible causes through the voices of families and children who are in a condition of social and economic vulnerability. To this purpose, it will address the following question: what is the life path of families who are in a condition of social and economic vulnerability? Its objectives are: (i) to analyse the life path of families in a situation of social and economic vulnerability; (ii) to characterize the families in a situation of social and economic vulnerability, based on the voice of the actors; (iii) to understand the impact of the situation of vulnerability of families on children's school success; (iv) to analyse children's perception of their family situation and their school path; (v) to identify relevant mechanisms to prevent and/or overcome different social and economic vulnerabilities. Therefore, it focuses on eight families from the northern/interior region of Portugal and uses life narratives to survey the social reality under consideration. Hence, it is qualitative research, using semi-structured interviews with two previously developed scripts (one for adults and the other for children). It is important to highlight the social impact of this study which will provide a deep knowledge of families and children in situations of social and economic vulnerability, allowing a better understanding about the impact that certain vulnerabilities may have on children's school success, and it will identify relevant mechanisms to prevent and/or overcome them. This information is not limited to its apparent descriptive nature, but it may constitute an important knowledge source to be considered in the development of future intervention proposals regarding the prevention of vulnerabilities that may emerge during the research, and, more specifically, of those that may be related to the (in)success at school of children who experience them.
- The voices of families and children in situations of social and economic vulnerability: a report of a projectPublication . Vaz, Paula Marisa Fortunato; Mesquita, Elza; Freire-Ribeiro, Ilda; Reichert, Rosilda MarileteTaking as a reference the data from the report of the National Observatory for the Fight Against Poverty [1] and based on data from EU-SILC (2020), it is observed that 20% of the resident population in Portugal was in a condition of social and economic vulnerability, which corresponds to 1/5 of the resident population in Portugal. Another fact that the report highlights is related to the higher incidence of vulnerability in rural areas (21.1%), which presents a higher risk of poverty than in densely populated areas (13.3%) and medium populated areas (16.6%). Different studies such as those by Brandão [2], and Calejon [3] reveal that there is a relationship between the condition of social vulnerability of children and families and the school success of these children. Considering the right to quality education should be guaranteed to all children, it is important to know how these vulnerabilities and their consequences are perceived by families and children and how they may be conditioning their access to a quality education provided by the schools they attend. This paper presents a project that aims to study the paths of vulnerability and its possible causes through the voices of families and children who are in a condition of social and economic vulnerability. To this purpose, it will address the following question: what is the life path of families who are in a condition of social and economic vulnerability? Its objectives are: (i) to analyse the life path of families in a situation of social and economic vulnerability; (ii) to characterize the families in a situation of social and economic vulnerability, based on the voice of the actors; (iii) to understand the relation between the situation of vulnerability of families and children's school success; (iv) to analyse children's perception of their family situation and their school path; (v) to identify relevant mechanisms to prevent and/or overcome different social and economic vulnerabilities. Therefore, it focuses on eight families from the northern/interior region of Portugal and uses life narratives to survey the social reality under consideration. Hence, it is qualitative research, using semi- structured interviews with two previously developed scripts (one for adults and the other for children). It is important to highlight the social impact of this study which will provide a deep knowledge of families and children in situations of social and economic vulnerability, allowing a better understanding about the impact that certain vulnerabilities may have on children's school success, and it will identify relevant mechanisms to prevent and/or overcome them. This information is not limited to its apparent descriptive nature, but it may constitute an important knowledge source to be considered in the development of future intervention proposals regarding the prevention of vulnerabilities that may emerge during the research, and, more specifically, of those that may be related to the (in)success at school of children who experience them.