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Assistentes operacionais em educação pré-escolar : uma proposta de perfil e de formação especializada
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Resumo(s)
Este trabalho de investigação permitiu analisar a pertinência de definir um perfil
específico para os assistentes operacionais que desempenham funções em educação pré-escolar
e a construção de um referencial de formação especializada que pretende vir a contribuir para
a capacitação e desenvolvimento profissional destes agentes educativos e que se apresenta
também como uma motivação pessoal por ter emergido do meu contexto profissional.
O quadro teórico de referência centrou-se numa revisão da literatura sobre conceitos
que considerámos relevantes para o desenvolvimento deste trabalho, relacionados com os
assistentes operacionais em educação pré-escolar (categoria profissional, funções e
contratação) e a sua formação. Uma vez que esta temática apresenta escassez ao nível da
literatura, foi necessário recorrer a trabalhos com temas similares, por não haver um referencial
teórico para sustentar as questões em estudo.
Esta investigação insere-se numa abordagem qualitativa, assente num estudo
exploratório e interpretativo da realidade dos assistentes operacionais a desempenhar funções
em educação pré-escolar. Os dados foram recolhidos no ano letivo 2021/2022, num
Agrupamento de Escolas de Lisboa, e as opções metodológicas incidiram na técnica de focus
group, aplicada a 6 assistentes operacionais e em entrevistas semiestruturadas a outros 6
participantes (2 educadoras de infância; 1 membro do Agrupamento de Escolas, Autarquia,
Associação de Profissionais de Educação de Infância e Conselho Nacional de Educação).
Seguiu-se a análise documental e análise de conteúdos, com recurso à triangulação dos dados.
Os resultados levam-nos a concluir que a definição de um perfil específico para estes
profissionais é “essencial” e que deveria estender-se aos “restantes ciclos de ensino”, uma vez
que o trabalho que desenvolvem é muito diferenciado. Concluímos, ainda, que ao nível da
formação há vários fatores a serem melhorados, pois há “falta de formação adequada” e é
“insuficiente”. Também há melhorias a apontar nos processos de recrutamento e formação
inicial, pelo que seria que seria recomendável uma auditoria pela tutela ou órgãos competentes,
de modo a promover a melhoria da carreira dos assistentes operacionais.
Consideramos que este trabalho tem um cariz inovador uma vez que pretende destacar
a importância do desenvolvimento profissional dos assistentes operacionais e que a definição
de um perfil específico e a construção de um referencial de formação especializada são
fundamentais para a valorização e qualificação destes profissionais, promovendo a construção
de “contextos educativos de qualidade” e a melhoria da escola em todos os seus domínios.
This research project allowed the analysis of the relevancy over defining a specific profile for the operational assistants that perform duties in pre-school education and the construction of a specialized training reference framework that is intended to contribute toward the empowerment and professional development of these schooling agents, resulting from a personal motivation that emerged from my professional work. The explored referenced theory was focused on a literature review over concepts that were deemed relevant for the development of this work, related with pre-school operational assistants in question (professional category, roles and hiring) and their training. Since this theme has scarce literature material, it was deemed necessary to resort to other academic works with similar themes, to complement the lack of an established theoretic principal to support the questions being studied. This investigation was based on a qualitative approach, with an exploratory and interpretative study over the reality of the operational assistants performing roles in pre-school education. The provided data was collected over the school year 2021/2022, in a cluster of Lisbon schools, the method applied was the focus group technique, with 6 operational assistants, along with semi-structured interviews to another 6 participants (2 pre- school teachers, 1 member each from the school cluster, local council, Pre-School Professionals Association and Nacional Council for Education). It was followed by the document and content analysis, resorting to data triangulation. The results obtained lead us to conclude that the definition of a specific profile for these professionals is “essential” and that it should be extended to the “remaining school cycles”, since the professional work being performed is very different. We have also concluded that, there are several factors yet to be improved in relation to professional training, since there exists a clear lack of “relevant professional training” and the one present is deemed “insufficient”. There are also possible improvements to be pointed in the initial recruitment and training processes, which is recommended to be performed by the appropriate and relevant bodies, to promote the career improvement of these professionals. This work is of an innovative nature since it intends to highlight the importance of professional development for operational assistants, the definition of a both a specific profile as well as the construction of a specialized training reference framework are both fundamental to the valorization and qualification of these professionals, promoting the construction of “quality schooling contexts” and the improvement of schooling in all its domains.
This research project allowed the analysis of the relevancy over defining a specific profile for the operational assistants that perform duties in pre-school education and the construction of a specialized training reference framework that is intended to contribute toward the empowerment and professional development of these schooling agents, resulting from a personal motivation that emerged from my professional work. The explored referenced theory was focused on a literature review over concepts that were deemed relevant for the development of this work, related with pre-school operational assistants in question (professional category, roles and hiring) and their training. Since this theme has scarce literature material, it was deemed necessary to resort to other academic works with similar themes, to complement the lack of an established theoretic principal to support the questions being studied. This investigation was based on a qualitative approach, with an exploratory and interpretative study over the reality of the operational assistants performing roles in pre-school education. The provided data was collected over the school year 2021/2022, in a cluster of Lisbon schools, the method applied was the focus group technique, with 6 operational assistants, along with semi-structured interviews to another 6 participants (2 pre- school teachers, 1 member each from the school cluster, local council, Pre-School Professionals Association and Nacional Council for Education). It was followed by the document and content analysis, resorting to data triangulation. The results obtained lead us to conclude that the definition of a specific profile for these professionals is “essential” and that it should be extended to the “remaining school cycles”, since the professional work being performed is very different. We have also concluded that, there are several factors yet to be improved in relation to professional training, since there exists a clear lack of “relevant professional training” and the one present is deemed “insufficient”. There are also possible improvements to be pointed in the initial recruitment and training processes, which is recommended to be performed by the appropriate and relevant bodies, to promote the career improvement of these professionals. This work is of an innovative nature since it intends to highlight the importance of professional development for operational assistants, the definition of a both a specific profile as well as the construction of a specialized training reference framework are both fundamental to the valorization and qualification of these professionals, promoting the construction of “quality schooling contexts” and the improvement of schooling in all its domains.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade de Inovação em Educação), Universidade de Lisboa, Instituto de Educação, 2022
Palavras-chave
Auxiliares de ação educativa Educação pré-escolar Formação especializada Desenvolvimento profissional Competências Dissertações de mestrado - 2022