Motivação materna para o envolvimento na escolarização na perspectiva da educação inclusiva
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2022
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O envolvimento parental junto à escolarização do filho é um construto dinâmico que sofre influência de inúmeros fatores e variáveis, e reflete em melhores resultados acadêmicos ao aluno. As políticas educativas em Portugal apontam para uma cultura de envolvimento parental, reconhecendo os pais como recurso significativo de apoio à inclusão e sucesso acadêmico do aluno. Contudo, os pais de alunos com medidas de suporte à aprendizagem e à inclusão, muitas vezes, relatam dificuldades no envolvimento junto à escolarização. O estudo teve como objetivo analisar em que medida fatores psicossociais, contextuais e sociodemográficos influenciam as práticas de envolvimento das mães na vida escolar dos filhos. Esta análise diz respeito às práticas desenvolvidas no contexto residencial, tendo por base o modelo teórico desenvolvido por Hoover-Dempsey e Sandler (1997, 2005) e a utilização deste modelo na população portuguesa (Pedro, 2010). Responderam ao questionário 159 mães de alunos do 1º e 2º ciclos de escolaridade do Ensino Básico com medidas de suporte à aprendizagem e à inclusão, de escolas públicas da região de Lisboa. Os resultados confirmam a influência da percepção de responsabilidade sobre a escolarização e os convites do aluno para o envolvimento sobre as práticas de apoio às tarefas escolares e comunicação sobre a escolaridade. Confirmou-se também a influência dos fatores sociodemográficos sobre as práticas. Palavras- Chave: Envolvimento parental na escolarização, motivadores parentais, alunos com medidas de suporte à aprendizagem e à inclusão.
Parental involvement with the child's schooling is a dynamic construct that is influenced by numerous factors and variables, and reflects on better academic results for the student. Educational policies in Portugal point to a culture of parental involvement, recognizing parents as a significant resource to support inclusion and student academic success. However, parents of students with measures to support learning and inclusion often report difficulties in getting involved with schooling. The study aimed to analyze the extent to which psychosocial, contextual and sociodemographic factors influence the practices of mothers' involvement in their children's school life. This analysis concerns the practices developed in the residential context, based on the theoretical model developed by Hoover-Dempsey and Sandler (1997, 2005) and the use of this model in the Portuguese population (Pedro, 2010). The questionnaire was answered by 159 mothers of students in the 1st and 2nd cycles of Basic Education with measures to support learning and inclusion, from public schools in the Lisbon region. The results confirm the influence of the perception of responsibility on schooling and the student's invitations for involvement on the practices of support for school tasks and communication about schooling. The influence of sociodemographic factors on practices was also confirmed. Keywords: Parent’s involvement in schooling, parents' motivators, students with measures to support learning and inclusion.
Parental involvement with the child's schooling is a dynamic construct that is influenced by numerous factors and variables, and reflects on better academic results for the student. Educational policies in Portugal point to a culture of parental involvement, recognizing parents as a significant resource to support inclusion and student academic success. However, parents of students with measures to support learning and inclusion often report difficulties in getting involved with schooling. The study aimed to analyze the extent to which psychosocial, contextual and sociodemographic factors influence the practices of mothers' involvement in their children's school life. This analysis concerns the practices developed in the residential context, based on the theoretical model developed by Hoover-Dempsey and Sandler (1997, 2005) and the use of this model in the Portuguese population (Pedro, 2010). The questionnaire was answered by 159 mothers of students in the 1st and 2nd cycles of Basic Education with measures to support learning and inclusion, from public schools in the Lisbon region. The results confirm the influence of the perception of responsibility on schooling and the student's invitations for involvement on the practices of support for school tasks and communication about schooling. The influence of sociodemographic factors on practices was also confirmed. Keywords: Parent’s involvement in schooling, parents' motivators, students with measures to support learning and inclusion.
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Orientação: Isaura Fernanda Graça Pedro
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, ENVOLVIMENTO PARENTAL, ESCOLARIZAÇÃO, MOTIVAÇÃO, EDUCAÇÃO INCLUSIVA, EDUCATION, PARENTAL INVOLVEMENT, SCHOOLING, MOTIVATION, INCLUSIVE EDUCATION