Please use this identifier to cite or link to this item:
Author(s): Moura, A
Pais, SC
Alves, E
Title: Learning In Informal Care: A Reflective Analysis of The Informal Caregiver Statute and of The Experiences of Informal Caregivers; [Aprendizagens no cuidado informal: Uma análise reflexiva do Estatuto do Cuidador Informal e de experiências de cuidadores/as informais]
Publisher: Centro de Investigação em Educação
Issue Date: 2023
Abstract: Although the consequences of unpaid social reproduction work have been discussed in recent years, it was only in 2019 that informal caregivers broke the “legal clandestineness” through the approval of the Informal Caregiver Statute. Despite the undeniable contribution of this statute, there are several weaknesses pointed out, essentially questioning the lack of economic and social support. However, the questioning of the place of educational processes, resources, and services in the lives of informal caregivers has rarely been addressed, despite the evident need of learning of this role. Based on a reflective analysis by the first author, as an interviewer of informal caregivers of stroke survivors, it is intended to explore the place and role of education in the Statute of the Informal Caregiver, as well as the perceptions of caregivers about this document and their learning processes. This work highlights the gap between the political text and the reality of caregivers, resulting in a lack of knowledge about support measures and services. Although the right to information and training is foreseen, the scarcity of educational resources and services is reported. Thus, learning takes place on an experiential level, unconsciously, autonomously, and poorly supported, which can contribute to inequalities in the field of care. Considering the centrality of learning along the trajectory of care, as well as the physical and emotional burden of this role, it is essential that policies and practices support the learning processes of caregivers and contribute to their literacy and civic awareness. © 2023 Research Centre in Education. All rights reserved.
Source: Revista Portuguesa de Educação, 36(2), e23042.
Related Information: info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UID/DTP/04750/2019/PT
info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB/00167/2020/PT
info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDP/00167/2020/PT
info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB/04750/2020/PT
info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/LA/P/0064/2020/PT
Document Type: Artigo em Revista Científica Nacional
Rights: openAccess
Appears in Collections:ISPUP - Artigo em Revista Científica Nacional

Files in This Item:
File Description SizeFormat 
moura-rpe23-arcno.pdf418.38 kBAdobe PDFThumbnail

This item is licensed under a Creative Commons License Creative Commons