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Educação para a morte e para a perda: perceções de educadores/professores
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Advisor(s)
Abstract(s)
O contexto educativo é o lugar onde as crianças passam a maior parte dos seus dias, sendo também o ambiente onde elas irão manifestar as suas dúvidas, angústias, medos, e onde esperam, em parte, encontrar a compreensão e o apoio emocional para o seu sofrimento, aquando da manifestação de alguma perda. É essencial que os educadores/professores reconheçam que é necessário ter disponibilidade para comunicar com as crianças sobre a perda e a morte, ouvindo-as e respeitando-as, dando-lhes espaço para expressarem os seus sentimentos, emoções, dúvidas e questionamentos. O estudo que apresentamos investiga a questão da morte e da perda em contexto educativo, uma vez que se trata de uma realidade bem presente no quotidiano das crianças e que pode influenciar a sua forma de ser, estar, sentir, comunicar, interagir e participar no seu percurso de vida. Para a nossa investigação, realizada num grupo de Educação Pré-escolar (EPE) e numa turma de 1.º ano do 1.º Ciclo do Ensino Básico (1.º CEB), partimos da seguinte questão-problema: Considerando que a perda, a morte e o luto também fazem parte do quotidiano das crianças, como podem os educadores/professores integrar essa temática na prática educativa? e, para lhe darmos resposta(s), pensamos em sete objetivos, embora no âmbito deste texto, nos debrucemos apenas em dois deles, nomeadamente: (i) Compreender as perceções dos educadores/professores sobre situações em que as crianças passam por perda e luto, o impacto no seu desenvolvimento e a pertinência da integração da temática da morte, da perda e do luto na prática educativa; e (ii) Perceber como os educadores/professores integram a morte, a perda e o luto em contexto educativo. Optamos por uma investigação de natureza qualitativa e para darmos resposta(s) aos referidos objetivos elaboramos um inquérito por questionário com
cinco questões abertas, tendo sido criado na plataforma Google Forms, para ser preenchido por educadores/as e professores/as em exercício de funções em dois centros escolares. Para a análise e interpretação das questões abertas utilizamos a técnica de análise de conteúdo. Considerando a análise das várias questões, embora ainda se reconheça alguma relutância da parte de alguns profissionais, parece-nos que o discurso da maioria não demonstra insegurança na forma de abordar a temática da morte e da perda em contexto (pré)escolar, muito menos consideramos que agem como se nada tivesse acontecido às
crianças.
The educational context is the place where children spend most of their days, and is also the environment where they will express their doubts, anguishes, fears, and where they expect, in part, to find understanding and emotional support for their suffering in the event of a loss. It is essential that educators/teachers recognize that it is necessary to be available to communicate with children about loss and death, listening and respecting them, giving them space to express their feelings, emotions, doubts and questions. The study we present investigates the issue of death and loss in an educational context, since it is a reality that is very present in children's daily lives and that may influence their way of being, being, feeling, communicating, interacting and participating in their life path. For our research, carried out in a Pre-school Education (EPE) group and in a 1st year class of the 1st cycle of basic education (1st CEB), we started with the following questionproblem: Considering that loss, death and mourning are also part of children's daily life, how can educators/teachers integrate this theme in their educational practice? (i) To understand the perceptions of educators/teachers about situations in which children experience loss and mourning, the impact on their development and the relevance of integrating the theme of death, loss and mourning in educational practice; and (ii) To understand how educators/teachers integrate death, loss and mourning in the educational context. We opted for a qualitative research and, in order to meet these objectives, we developed a questionnaire survey with five open-ended questions, created in the Google Forms platform, to be filled in by educators and teachers working in two school centers. For the analysis and interpretation of the open-ended questions, we used the content analysis technique. Considering the analysis of the various questions, although some reluctance is still recognized on the part of some professionals, it seems to us that the discourse of most professionals does not demonstrate insecurity in the way of approaching the theme of death and loss in (pre)school contexts, much less do we consider that they act as if nothing has happened to the children.
The educational context is the place where children spend most of their days, and is also the environment where they will express their doubts, anguishes, fears, and where they expect, in part, to find understanding and emotional support for their suffering in the event of a loss. It is essential that educators/teachers recognize that it is necessary to be available to communicate with children about loss and death, listening and respecting them, giving them space to express their feelings, emotions, doubts and questions. The study we present investigates the issue of death and loss in an educational context, since it is a reality that is very present in children's daily lives and that may influence their way of being, being, feeling, communicating, interacting and participating in their life path. For our research, carried out in a Pre-school Education (EPE) group and in a 1st year class of the 1st cycle of basic education (1st CEB), we started with the following questionproblem: Considering that loss, death and mourning are also part of children's daily life, how can educators/teachers integrate this theme in their educational practice? (i) To understand the perceptions of educators/teachers about situations in which children experience loss and mourning, the impact on their development and the relevance of integrating the theme of death, loss and mourning in educational practice; and (ii) To understand how educators/teachers integrate death, loss and mourning in the educational context. We opted for a qualitative research and, in order to meet these objectives, we developed a questionnaire survey with five open-ended questions, created in the Google Forms platform, to be filled in by educators and teachers working in two school centers. For the analysis and interpretation of the open-ended questions, we used the content analysis technique. Considering the analysis of the various questions, although some reluctance is still recognized on the part of some professionals, it seems to us that the discourse of most professionals does not demonstrate insecurity in the way of approaching the theme of death and loss in (pre)school contexts, much less do we consider that they act as if nothing has happened to the children.
Description
Keywords
Educação para a morte e para a perda Perceções Educadores/ professores
Citation
Cunha, Daniela; Mesquita, Elza (2022). Educação para a morte e para a perda: perceções de educadores/professores. In Cristina Mesquita, Manuel Vara Pires, Rui Pedro Lopes (Eds.). VI Encontro International de Formação na Docência: Livro de Atas. Bragança: Instituto Politécnico. p. 821-833. ISBN 978-972-745-301-6
Publisher
Instituto Politécnico de Bragança